A new study led by the University of Colorado Boulder’s Allison Atteberry provides the first rigorous evidence of the impact of full-day preschool on children’s school readiness skills.

The study, co-authored by University of Virginia researchers Daphna Bassok and Vivian C. Wong, finds that full-day preschool can have significant positive impacts on student vocabulary development and teacher-reported measures including literacy, math skills and social-emotional development.

Atteberry joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the team’s findings and their potential implications for policy, practice, and future research.

Featured research: Atteberry, Allison, Daphna Bassok, and Vivian C. Wong. “The Effects of Full-Day Prekindergarten: Experimental Evidence of Impacts on Children’s School Readiness.” Educational Evaluation and Policy Analysis, (September 2019)