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Full-Day Kindergarten in California: Lessons From Los Angeles
Public Policy Institute of California

Cannon, Jill S.; Alison Jacknowitz; Shannon McConville; Gary Painter
Published: September 2009

Analyzes the impact of full-day kindergarten on academic, grade retention, and English fluency outcomes through second grade by school and student characteristics, with a focus on the economically disadvantaged and English learners. Outlines implications.


Funder(s): William and Flora Hewlett Foundation
Subject(s): Children and Youth; Children and Youth, Early Childhood; Elementary and Secondary Education
Publication Type: Research Report


PubHub Link (33 pages; 288KB; PDF)
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