Does Access to High Quality Early Education Vary by State Policy Context? /

Does Access to High Quality Early Education Vary by State Policy Context? / Maia C. Connors, Pamela A. Morris and Allison H. Friedman-Krauss.

Research suggests that attending high quality, formal early childhood education (ECE) is associated with stronger cognitive and social-emotional skills, especially for low-income children. Yet at current funding levels, federally-funded programs like Head Start cannot serve all eligible children. Th...

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Bibliographic Details
Online Access: Full Text (via ERIC)
Main Authors: Connors, Maia C., Morris, Pamela Aileen (Author), Friedman-Krauss, Allison H. (Author)
Corporate Author: Society for Research on Educational Effectiveness
Format: eBook
Language:English
Published: [Place of publication not identified] : Distributed by ERIC Clearinghouse, 2015.
Subjects:
Access to Education.
Educational Quality.
Early Childhood Education.
State Policy.
Educational Policy.
Interpersonal Competence.
Social Development.
Emotional Development.
Low Income Students.
Federal Programs.

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Call Number: ED562087
ED562087 Available

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