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Is universal child care leveling the playing field? Evidence from non-linear difference-in-differences

Havnes,Tarjei & Mogstad, Magne
Publication Date: 
1 May 2010
Entered Date: 
22 Jun 2011

From the corner shop to the classroom

O'Brien, Carl
Publication Date: 
22 Jun 2011
Entered Date: 
22 Jun 2011

Effects of full-day kindergarten on academic achievement and social development

Cooper, Harris; Batts Allen, Ashley; Patall, Erika A. & Dent, Amy L.
Publication Date: 
1 Mar 2010
Entered Date: 
1 Jun 2011

Canadians can't complain: Better Life Index

D'Aliesio, Renata
Publication Date: 
24 May 2011
Entered Date: 
25 May 2011

Starting Strong (2001)

Starting Strong is the comparative report on the findings
from the first three years work of the Thematic Review of Early
Childhood Education and Care carried out by the OECD. It includes
information and data about ECEC in the 12 countries that took part in
the Review's first round and the eight "policy lessons" likely to
promote equitable access to quality ECEC that were identified in this
phase of the work.

Starting Strong observed that

Canada's participation in the second round of reviews

The Canadian Review followed the protocols designed by participating
countries. A national Background Report, answering a set of questions
common to all the Country Reviews, was commissioned by Human Resources
Development Canada. Following its completion, a team of four
international ECEC experts came to Canada in September 2003. Based on
their site visits, interviews, and review of the Background Report and
other documents, the expert OECD team prepared a second report on ECEC
in Canada – the Canada Country Note – identifying key strengths and

Starting Strong II (2006)

On September 19, 2006, the OECD released the final summary report
from the Thematic Review of Early Childhood Education and Care. Starting Strong II outlines progress made by the 20 participating countries in responding to key aspects of successful ECEC policy outlined in Starting Strong
(2001). The report offers many examples of new policy initiatives
adopted in the ECEC field as well as comparative data that puts each
country in the international context. In their conclusions, the authors
identify ten policy areas for further critical attention from

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