English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

• There are numerous examples of full-scale preschool programs with rigorous evaluations that show improvements in school readiness for participating children. • Favorable impacts have been demonstrated for part-and full-day preschool programs, as well as one-and two-year programs, but the research is not definitive about the comparative effectiveness of these options. • High quality is a common element among the preschool programs with the largest effects on school readiness and with sustained effects at older ages. • Children across the income spectrum may benefit from high-quality preschool, but the impacts tend to be larger for more-disadvantaged children. • Although differences in achievement scores between preschool program participants and nonparticipants tend to narrow as they advance through the elementary grades, high-quality preschool programs show sustained benefits for other aspects of school performance, such as lower rates of special education use, reduced grade repetition, and higher rates of high school graduation. • Improving the alignment between preschool and the early elementary grades may help sustain the initial boost in cogni-tive and noncognitive skills from preschool participation. • High-quality preschool programs represent a significant investment of resources, but that investment may be paid back through improved outcomes during the school-age years and beyond. n the past decade, a growing number of U.S. cities have redirected existing funds or identified new funding streams in order to expand access to and raise the quality of preschool programs serving children one or two years before kindergarten entry. Cincinnati, Ohio, is among these cities, motivated by an extensive body of evidence that purports to show that high-quality early learning programs can prepare children to enter kindergarten with the skills required for successful performance in the elementary grades and beyond. Evidence of positive economic returns to preschool programs provides further impetus for such investments on the part of the public sector. Cincinnati has a long, rich history of investing in children and providing support and resources for early care and education programs, including preschool. For more than a decade, the Success by Six initiative of the United Way of Greater Cin-cinnati has strived to raise awareness about the importance of early learning programs for school readiness and engaged with multiple stakeholders to ensure the continued support of such programs. 4C for Children, in addition to its role as a resource and referral agency, has been a central hub for professional development offerings and coaching to strengthen the knowledge …

rand corporation ebooks

Informing Investments in Preschool Quality and Access in Cincinnati: Evidence of Impacts and Economic Returns from National, State, and Local Preschool Programs