AUGUST 22, 2013 AUDREY BREEN
According to findings published today in the journal Science, publicly funded pre-kindergarten classrooms that received the highest marks in quality rating systems used by the majority of states are no better at fostering children’s school readiness than classrooms with lower ratings.
However, researchers at the University of Virginia, Northwestern University and the University of North Carolina, Chapel Hill isolated one factor of the many used in the rating systems that did make a difference in school readiness: the quality of teacher-student interactions.
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