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West Ashley Library
9 a.m. - 7 p.m.
Phone: (843) 766-6635
Folly Beach Library
Closed
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
Wando Mount Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. - 1 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. - 8 p.m.
Phone: (843) 572-4094
Mt. Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 849-6161
McClellanville Library
9 a.m. - 6 p.m.
Phone: (843) 887-3699
Keith Summey North Charleston Library
9 a.m. - 8 p.m.
Phone: (843) 744-2489
John's Island Library
9 a.m. - 8 p.m.
Phone: (843) 559-1945
Hurd/St. Andrews Library
9 a.m. - 8 p.m.
Phone: (843) 766-2546
Miss Jane's Building (Edisto Library Temporary Location)
2 p.m. – 6 p.m.
Phone: (843) 869-2355
Dorchester Road Library
9 a.m. - 8 p.m.
Phone: (843) 552-6466
John L. Dart Library
9 a.m. - 7 p.m.
Phone: (843) 722-7550
Baxter-Patrick James Island
9 a.m. - 8 p.m.
Phone: (843) 795-6679
Main Library
9 a.m. - 8 p.m.
Phone: (843) 805-6930
Bees Ferry West Ashley Library
9 a.m. - 8 p.m.
Phone: (843) 805-6892
Mobile Library
9 a.m. - 5 p.m.
Phone: (843) 805-6909
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Exploring New Research on Pre-K Outcomes. Policy Brief
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![loading](/sites/all/modules/hf_eds/images/loading.gif)
- Author(s): Fischer, Adrienne; Keily, Tom; Weyer, Matt; Education Commission of the States
- Language:
English- Source:
Education Commission of the States. 2020.- Publication Date:
2020- Document Type:
Reports - Evaluative - Language:
- Additional Information
- Availability: Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: [email protected]; Web site: http://www.ecs.org
- Peer Reviewed: N
- Source: 8
- Education Level: Early Childhood Education
Preschool Education
High Schools
Secondary Education
Elementary Education
Kindergarten
Primary Education - Subject Terms: Preschool Education; Outcomes of Education; Program Effectiveness; Reading Skills; Mathematics Skills; English Language Learners; Grade Repetition; High School Graduates; Graduation; Executive Function; Low Income Students; At Risk Students; Educational Quality; Educational Environment; Alignment (Education); Kindergarten; Social Development; Emotional Development; Student Behavior; Special Education; Language Skills; Science Achievement; Social Studies; Grade Point Average
- Abstract: As pre-K programming increasingly garners more political attention and funding in the states, policymakers are seeking the most up-to-date and rigorous research to support decision-making and creation or expansion of these programs. High-quality pre-K has bipartisan support in part because of the vast amount of existing research detailing positive benefits -- notably that it is of great benefit to students from low-income families and those who are dual-language learners. However, some research also demonstrates that positive growth among pre-K students isn't consistently sustained over time. This idea is known as "convergence" or "fadeout," because the short-term gains of pre-K attendees may diminish in early elementary school. The reasons for these mixed findings vary. Some researchers have pointed out that large-scale, public pre-K often varies in quality from program to program, making comparisons difficult. Others have suggested that the convergence effect may be a function of the instruction provided in kindergarten and early elementary grades, which often focuses heavily on improving the skills of struggling students who may lack access to pre-K rather than building on the skills of pre-K attendees. This Policy Brief analyzes 15 research studies on the effectiveness of pre-K outcomes in programs across the country and finds evidence of sustaining effects beyond kindergarten.
- Abstract: ERIC
- Publication Date: 2020
- Accession Number: ED605423
- Availability:
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