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The persistence of preschool effects: Do subsequent classroom experiences matter? · Study

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The persistence of preschool effects: Do subsequent classroom experiences matter?

Katherine Magnuson, Christopher J. Ruhm, Jane Waldfogel

2006-11-20articleEarly Childhood Research Quarterly256 citationsclosed

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Early Childhood Education and Development Reading and Literacy Development School Choice and Performance

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References

1932A Handbook of Child Psychology

2000From Neurons to Neighborhoods

2005Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement

2005Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?

1996The Effect of School Resources on Student Achievement

1995Long-Term Effects of Early Childhood Programs on Cognitive and School Outcomes

2005Interpreting the Evidence on Life Cycle Skill Formation

2000Does Teacher Certification Matter? High School Teacher Certification Status and Student Achievement

Cited by

2008Preschool Education and Its Lasting Effects: Research and Policy Implications

2009Human Development in Societal Context

2013Effects of Head Start REDI on Children's Outcomes 1 Year Later in Different Kindergarten Contexts

2013Academic Content, Student Learning, and the Persistence of Preschool Effects

2010Cognitive and Noncognitive Peer Effects in Early Education

2014Experimental Evidence on Distributional Effects of Head Start

2016Classroom quality at pre-kindergarten and kindergarten and children’s social skills and behavior problems

2015Maximizing the potential of early childhood education to prevent externalizing behavior problems: A meta-analysis

Details

Year2006

Typearticle

VenueEarly Childhood Research Quarterly

Languageen

Files0 public / 0

Identifiers

doi10.1016/j.ecresq.2006.10.002

openalex_workW2017257524

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