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Mirjana Pralica

mdrc, new york, new york, usa

H指数:6

被引数:110

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Moving Beyond Point in Time Estimates: Using Growth Models to Understand When PreK Convergence Happens, How, and for Which Skills

超越时点估计：使用增长模型理解学前班（PreK）何时、如何以及针对哪些技能实现收敛

CHILD DEVELOPMENT

IF3.8

2025-04-250

PRE

Instructional alignment is associated with PreK persistence: Evidence from the Boston Public Schools

EARLY CHILDHOOD RESEARCH QUARTERLY

IF3.1

2024-01-015

PRE

The mixed-delivery pre-k opportunity gap? Differences in demographics, quality, and children's gains in community-based versus public school programs across five large-scale systems

EARLY CHILDHOOD RESEARCH QUARTERLY

IF3.1

2024-01-012

PRE

Going the Distance: Disparities in Pre-K Enrollment in Higher-Quality Schools by Geographic Proximity, Race/Ethnicity, Family Income, and Home Language

IF3.6

2023-04-295

OA

Does Kindergarten Instruction Matter for Sustaining the Prekindergarten (PreK) Boost? Evidence From Individual- and Classroom-Level Survey and Observational Data

DEVELOPMENTAL PSYCHOLOGY

IF3.1

2022-07-019

OA

Is Skill Type the Key to the PreK Fadeout Puzzle? Differential Associations Between Enrollment in PreK and Constrained and Unconstrained Skills Across Kindergarten

CHILD DEVELOPMENT

IF3.8

2021-01-0943

OAAI

Can Center-Based Care Reduce Summer Slowdown Prior to Kindergarten? Exploring Variation by Family Income, Race/Ethnicity, and Dual Language Learner Status

AMERICAN EDUCATIONAL RESEARCH JOURNAL

IF3.6

2020-07-259

PREAI