Evaluating Full Day Kindergarten – Is It Associated with Improved Short- And Long-Term Education Outcomes Among Metis Children?

Evaluating Full Day Kindergarten – Is It Associated with Improved Short- And Long-Term Education Outcomes Among Metis Children?

Introduction Early education outcomes influence children’s educational trajectories with long-term effects extending into adulthood. Aboriginal peoples face numerous systemic barriers to academic success. It remains unknown if full-day kindergarten (FDK) is associated with improved academic outcomes...

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Bibliographic Details
Main Authors: Nathan C Nickel, Julianne Sanguins, Joykrishna Sarkar, Jennifer Enns, Shannon Struck, Mariette Chartier, Elaine Burland, Farzana Quddus, Aynslie Hinds, Dan Chateau, A Frances Chartrand, Marni Brownell
Format: Article
Language:English
Published: Swansea University 2020-12-01
Series:International Journal of Population Data Science
Online Access:https://ijpds.org/article/view/1647

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https://ijpds.org/article/view/1647

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