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ERIC Number: ED503027
Record Type: Non-Journal
Publication Date: 2008
Pages: 3
Abstractor: ERIC
Reference Count: 7
ISBN: N/A
ISSN: N/A
Do State Pre-K Programs Improve Children's Pre-Literacy and Math Learning? Evaluation Science Brief
National Forum on Early Childhood Program Evaluation
"Evaluation Science Briefs" summarize the findings and implications of a recent study evaluating the effects of an early childhood program or environment. This Brief evaluates the study "An Effectiveness-Based Evaluation of Five State Pre-Kindergarten Programs" (V. C. Wong, T. D. Cook, W. S. Barnett, and K. Jung.) States have high aspirations for the investments they are making in pre-K education. Findings from this study indicate that these hopes are largely justified, although the evidence does not yet explain why some programs are more successful than others.
National Forum on Early Childhood Program Evaluation. Available from: Center on the Developing Child at Harvard University. 50 Church Street 4th Floor, Cambridge, MA 02138. Tel: 617-496-0578; Fax: 617-496-1229; e-mail: developingchild@harvard.edu; Web site: http://www.developingchild.harvard.edu
Publication Type: Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Forum on Early Childhood Program Evaluation