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Peer reviewedReynolds, Arthur J. – Early Education and Development, 1992
Investigated factors that played a role in mediating the effects of the government-funded Child-Parent Center preschool program in Chicago. Results indicated that preschool influenced later achievement and retention indirectly rather than directly. A social context view of the transmission of preschool effects was supported. (LB)
Descriptors: Academic Achievement, Black Students, Compensatory Education, Developmental Continuity
