64 research outputs found
Longitudinal Study of Disadvantaged Prekindergarten Children as Young Adults: Achievers and Non‐Achievers
The Impact of Daycare Attendance on Math Test Scores for a Cohort of Fourth Graders in Brazil
Pre-school education and attainment in the National Child Development Study and British Cohort Study
This paper considers the effect of how children pass time before entrance to school on attainment in primary school. We find in National Child Developement Study data that Children perform marginally better at 7 and 11 if they spent time with their mother, or at a prre-school, rather than in informal care. This holds when one controls for parental education, social class and assessed parental interest in the child's education, as well as the quality of the peer group. In the British Cohort Study, however, time spent in nurseries effected no improvement in mathematics at 10 as compared with time in informal care, and pre-school children were performing much worse in reading. This worse performance was traceable to reduced vocabulary at 5. Pre-school children were more advanced in copying at 5 relative to children in informal care, but, while copying is a good predictor of scores in both mathematics and reading at 10, this advancement had been offset by then
An integrated components preventive intervention for aggressive elementary school children: The Early Risers program.
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