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Does Access to High Quality Early Education Vary by State Policy Context?
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Connors, Maia C.; Morris, Pamela A.; Friedman-Krauss, Allison H. – Society for Research on Educational Effectiveness, 2015
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. Thus, state-level policies governing the…
Descriptors: Access to Education, Educational Quality, Early Childhood Education, State Policy