Is skill type the key to the pre-K fadeout puzzle? Differential associations between enrollment in pre-K and constrained and unconstrained skills across kindergarten
Child Development (2021)
Meghan McCormick, MDRC; Christina Weiland, University of Michigan; JoAnn Hsueh, MDRC; Mirjana Pralica, MDRC; Amanda K. Weissman, University of Michigan; Lillie Moffett, University of Michigan; Catherine Snow, Harvard Graduate School of Education and Jason Sachs, Boston Public Schools.
Classroom process and practices in public pre-K programs: Describing and predicting educational opportunities in the early learning sector
Early Education and Development, 29(6), 797-813
Robert Pianta, Jessica Whittaker, Virginia Vitiello, Arya Ansari, Erik Ruzek; University of Virginia