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What sustains the pre-K boost? New evidence from Boston Public Schools

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Description:

Drawing on four papers that use data from students enrolled in the Boston Public Schools (BPS), this brief explores evidence from testing three interconnected theories on how to sustain Pre-K benefits: skill type, sustaining environments, and instructional (mis)alignment. (author abstract)

Resource Type:
Reports & Papers
Author(s):
Wu Tiffany; McCormick Meghan P.; Weiland Christina; Hsueh JoAnn; Sachs Jason; Snow Catherine
Publisher(s):
Boston Early Childhood Research Practice Partnership
Country:
United States
State(s):
Massachusetts

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