Initial results of the evaluation of the Tennessee Voluntary Pre-K Program

Description:

Findings from a random assignment study of and a regression discontinuity design study of the impact of participation in the Tennessee Voluntary Pre-K Program on children's literacy, language, and math skills

Resource Type:

Reports & Papers

Author(s):

Lipsey Mark W.; Farran Dale Clark; Bilbrey Carol; Hofer Kerry G.; Dong Nianbo

Publisher(s):

Vanderbilt University. Peabody Research Institute; Tennessee. Department of Education

Funder(s):

Institute of Education Sciences (U.S.)

Country:

United States

State(s):

Tennessee

Date Issued:

April, 2011

Source:

Nashville, TN: Vanderbilt University, Peabody Research Institute. Retrieved from http://peabody.vanderbilt.edu/docs/pdf/pri/New%20Initial%20Results%20of%20the%20Evaluation%20of%20TN-VPK.pdf

Topics:

6. Programs, Interventions & Curricula > 6.1. Programs > 6.1.6. Public Prekindergarten

1. Children & Child Development > 1.2. Child Development & School Readiness

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Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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Initial results of the evaluation of the Tennessee Voluntary Pre-K Program

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