Reducing inequality through dynamic complementarity: evidence from head start and public school spending
محفوظ في:
Johnson, R.C., Jackson, C.K., Reducing inequality through dynamic complementarity: evidence from head start and public school spending. Serie: NBER Working Paper Series n. 23489, Cambridge, National Bureau of Economic Research, 2017, 91 p.
Ref.
525015
الموقع:
SIIS Archivo
Palabras clave:
Exclusión social, Pobreza, Infancia, Desigualdad social, Atención temprana, Educación, Igualdad de oportunidades, Promoción, Efectos, Resultados, EE.UU.
Exclusión social, Pobreza, Infancia, Desigualdad social, Atención temprana, Educación, Igualdad de oportunidades, Promoción, Efectos, Resultados, EE.UU.
مواد مشابهة: Reducing inequality through dynamic complementarity: evidence from head start and public school spending
- Academic performance of subsequent schools and impacts of early interventions: Evidence from a randomized controlled trial in Head Start settings
- Long-term effects of Head Start on academic and school outcomes of children in persistent poverty: Girls vs. boys
- A HEAD START TO LEARNING: INVOLVING PARENTS OF CHILDREN JUST ABOUT TO START SCHOOL
- SOCIAL SPENDING GENEROSITY AND INCOME INEQUALITY: A DYNAMIC PANEL APPROACH
- HEAD START AND SOCIAL WORK
- Health disparities associated with access to disability evaluations for toddlers in Early Head Start