Can Full-Day Pre-K Improve Kindergarten Readiness?

A new study led by the University of Colorado Boulder’s Allison Atteberry provides the first rigorous evidence of the impact of full-day preschool on children’s school readiness skills.

The study, co-authored by University of Virginia researchers Daphna Bassok and Vivian C. Wong, finds that full-day preschool can have significant positive impacts on student vocabulary development and teacher-reported measures including literacy, math skills and social-emotional development.

Atteberry joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the team’s findings and their potential implications for policy, practice, and future research.

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