This paper investigates the sustainability and the impact of offering the dynamic approach (DA) to schools for more than 1 year in improving student achievement in mathematics (quality) and reducing the impact of socioeconomic status (SES) on achievement (equity). A sample of 56 schools in socially disadvantaged areas in three countries (i.e.,…

New Zealand has a persistent problem of inequitable educational outcomes between different student groups, which has led to New Zealand being designated a high achievement-low equity country. A key policy lever in the quest to lift educational achievement for priority learners, identified by the Ministry of Education as Maori, Pasifika, students…

This exploratory study clarifies the goals and functions of long day and short day preschools, as related to the requirements of the client groups being served, and analyzes their effects on children's socialization and elementary school achievement. It was hypothesized that low socioeconomic status children who had attended long day preschools…

In order to expose disadvantaged preschool children to a variety of educational experiences and to health and social services, the New York State Legislature funded the State Experimental Prekindergarten Program (PreK). In 1975, a five-year longitudinal evaluation study was begun. The study has two major parts: (1) a general study of 5,800…