Mark W. Lipsey, Ph.D.; Dale C. Farran, Ph.D.; Kerry G. Hofer, Ph.D.
Peabody Research Institute, Vanderbilt University September, 2015
In 2009, Vanderbilt University’s Peabody Research Institute, in coordination with the Tennessee Department of Education’s Division of Curriculum and Instruction, initiated a rigorous, independent evaluation of the state’s Voluntary Prekindergarten program (TNVPK). It was designed to determine whether the children who participate in the TN‐VPK program make greater academic and behavioral gains in areas that prepare them for later schooling than comparable children who do not participate in the program.
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