The relationships between after-school programs, academic outcomes, and behavioral developmental outcomes of Latino children from immigrant families: Findings from the 2005 National Household Education Surveys Program
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DOI: 10.1016/j.childyouth.2015.03.019
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References listed on IDEAS
- William T. Gormley Jr., 2007. "Early childhood care and education: Lessons and puzzles," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 26(3), pages 633-671.
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Cited by:
- Hyejoon Park & Siying Guo & Shinwoo Choi & Keeyoon Noh, 2020. "Interrelations between After-School Settings and the Delinquency and Emotional-Behavioral Problems of Elementary School Children: Findings from Fragile Families and Child Wellbeing Study," Social Sciences, MDPI, vol. 9(9), pages 1-20, September.
- Jin Shi & Haiping Xue & Chenchen Fang & Li Luo, 2022. "Can After-School Tutoring Sustainably Empower Preschoolers’ Development? —A Longitudinal Study," Sustainability, MDPI, vol. 14(16), pages 1-16, August.
- Jin Shi & Yaping Yue & Weiping Zhao & Qiaoqiao Huang, 2022. "Towards the Sustainable Development of Young Children: Impact of After-School Tutoring on Chinese Preschoolers’ Social Behavior," Sustainability, MDPI, vol. 15(1), pages 1-17, December.
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Keywords
Latino children; Immigrant families; After-school programs; Child development; Quality of after-school programs;All these keywords.
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