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ERIC Number: ED557726
Record Type: Non-Journal
Publication Date: 2013-Feb
Pages: 24
Abstractor: ERIC
Reference Count: 19
Impact of Full-Day Head Start Prekindergarten Class Model on Student Academic Performance, Cognitive Skills, and Learning Behaviors by the End of Grade 2. Evaluation Brief
Zhao, Huafang; Modarresi, Shahpar
Montgomery County Public Schools
This brief describes the impact of the Montgomery County (Maryland) Public Schools (MCPS) 2007-2008 full-day Head Start prekindergarten (pre-K) class model on student academic performance, cognitive skills, and learning behaviors by the end of Grade 2. This is the fourth impact study of the MCPS full-day Head Start pre-K class model. The following are appended: (1) Original pre-K Cohort in 2007-2008; (2) Construction of Overall Learning Skill Score Based on 2010-2011 Traditional Report Cards; (3) Covariate-Adjusted Model and Findings; (4) Comparing Full-day Head Start pre-K and MCPS Partial-day pre-K Classes With Propensity Score Matching; and (5) Comparing Full-day Head Start pre-K Classes and Students Who Had No MCPS pre-K Experience After Propensity Score Matching.
Montgomery County Public Schools. 850 Hungerford Drive, Rockville, MD 20850. Tel: 301-309-6277; Web site:
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: Preschool Education; Early Childhood Education; Grade 2; Primary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Montgomery County Public Schools (MCPS), Office of Shared Accountability
Identifiers - Location: Maryland