Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data.
- DOI
- 10.1037/dev0001358
- Published
- 2022-07
- Container
- Developmental Psychology
- Publisher
- American Psychological Association (APA)
- Open access
- unknown
Credibility signals
uncertain Score 64/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
Show all credibility signals
- supportingDOI registered: A matching record was returned by Crossref.
- supportingDOI resolves: A matching record was returned by Crossref.
- not scoredDirectory of Open Access Journals: No matching DOAJ record was present in this response. No allow-list match; this is not evidence of low credibility.
- not scoredMEDLINE indexed: Not checked or no result supplied; no credibility inference made.
- not scoredOpenAlex core source: Not checked or no result supplied; no credibility inference made.
- not scoredKnown publisher allow-list: Not checked or no result supplied; no credibility inference made.
- not scoredROR affiliation: Not checked or no result supplied; no credibility inference made.
- not scoredRetraction Watch retraction: No retraction notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- not scoredRetraction Watch expression of concern: No expression of concern notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- not scoredRetraction Watch correction: No correction notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- not scoredRetraction Watch reinstatement: No reinstatement notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- not scoredOpen access status: Not checked or no result supplied; no credibility inference made.
- not scoredPublication license: Not checked or no result supplied; no credibility inference made.
- not scoredPublication version: A publication version was supplied but is not scored.
- supportingMetadata completeness: All 6 scored descriptive metadata groups are present.
Cite this work
BibTeX
@article{allodium:10.1037/dev0001358,
title = {Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data.},
author = {Meghan P. McCormick and Mirjana Pralica and Christina Weiland and JoAnn Hsueh and Lillie Moffett and Paola Guerrero-Rosada and Amanda Weissman and Kehui Zhang and Michelle F. Maier and Catherine E. Snow and Emily Davies and Anne Taylor and Jason Sachs},
year = {2022},
journal = {Developmental Psychology},
doi = {10.1037/dev0001358},
url = {https://doi.org/10.1037/dev0001358}
}RIS
TY - JOUR TI - Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data. AU - Meghan P. McCormick AU - Mirjana Pralica AU - Christina Weiland AU - JoAnn Hsueh AU - Lillie Moffett AU - Paola Guerrero-Rosada AU - Amanda Weissman AU - Kehui Zhang AU - Michelle F. Maier AU - Catherine E. Snow AU - Emily Davies AU - Anne Taylor AU - Jason Sachs PY - 2022 JO - Developmental Psychology DO - 10.1037/dev0001358 UR - https://doi.org/10.1037/dev0001358 ER -
APA
McCormick, M. P., Pralica, M., Weiland, C., Hsueh, J., Moffett, L., Guerrero-Rosada, P., Weissman, A., Zhang, K., Maier, M. F., Snow, C. E., Davies, E., Taylor, A., & Sachs, J. (2022). Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data.. Developmental Psychology. https://doi.org/10.1037/dev0001358
Source records
- crossref · retrieved 2026-09-26T16:40:59.374Z