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This brief uses nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to explore relationships between full-day kindergarten program factors and public school children’s gains in reading scores from the fall to spring of the kindergarten year.
These three evaluation briefs were written during the early stages of the National Evaluation of Title III Implementation, the first in-depth U.S. Department of Education-funded study of Title III since the Elementary and Secondary Education Act was reauthorized in 2001.
This issue brief describes how schools can be involved in deworming in sub-Saharan Africa and how U.S. policymakers can be involved.
Soft skills, the employability skills that speak to a worker’s interpersonal skills and character, rose to prominence in the early 1990s as a critical component of worker productivity with the Secretary’s Commission on Achieving Necessary Skills (SCANS). Today, the need to coach new hires about soft skills is an accepted fact among employers and those who prepare individuals for the workforce.
Integrating technology into soft skills training can effectively support, reinforce, and augment classroom instruction in order to provide students with the hands-on experiences that they need.