Long-term benefits of full-day kindergarten: a longitudinal population-based study

Early Child Development and Care

Volumn 185, Issue 2, 2015, Pages 291-316

  Brownell, M D ^a,b   Nickel, N C ^a,b   Chateau, D ^a,b   Martens, P J ^a,b   Taylor, C ^b   Crockett, L ^a,b   Katz, A ^a,b   Sarkar, J ^b   Burland, E ^b   Goh, C Y ^b  

^a UNIVERSITY OF MANITOBA   (Canada)

^b UNIVERSITY OF MANITOBA   (Canada)

Author keywords

academic achievement; assessment; full day kindergarten; population based; propensity score; socioeconomic status; stepped wedge

Indexed keywords

EID: 84920625812     PISSN: 03004430     EISSN: 14768275     Source Type: Journal    
DOI: 10.1080/03004430.2014.913586     Document Type: Review

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