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Variation in Mean Academic Gains across Classrooms in the Tennessee Voluntary Pre-Kindergarten Program
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Hofer, Kerry G. – Society for Research on Educational Effectiveness, 2014
This paper presents evidence on the amount of classroom variation in gains across various domains of achievement within the Tennessee Voluntary Pre-Kindergarten (TN-VPK) program; the data are taken from the randomized control trial (RCT) design of the TN-VPK evaluation. This study explores areas where those differences are largest, and offers…
Descriptors: Preschool Education, Preschool Children, Achievement Gains, Randomized Controlled Trials