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FOOTNOTES:

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[3] Atchison et al, 2016, pp. 5.

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[55] Garcia et al, 2016, p. 1 & 8; Magnuson & Duncan, 2016, p. 125.

[56] Garcia et al, 2016, pp. 4.

[57] Garcia et al, 2016, pp. 9.

[58] Garcia et al, 2016, pp. 43.

[59] Garcia et al, 2016, pp. 54.

[60] Magnuson & Duncan, 2016, p. 133.

[61] Magnuson & Duncan, 2016, p. 126-128.

[62] Magnuson & Duncan, p. 136.

[63] Magnuson & Duncan, p. 136-138.

[64] Magnuson & Duncan, 2016, p. 126.

[65] Magnuson, K., & Duncan, G. (2016). Figure 3: Children Enrolled in Preschool, Three- and Four-Year-Olds. [Electronic Image]. Retrieved from Magnuson, K., & Duncan, G. (2016). Can Early Childhood Interventions Decrease Inequality of Economic Opportunity? The Russell Sage Foundation Journal of the Social Sciences, 2(2): p. 133.

[66] Dogget, L., & Wat, A. (2010). Why PreK for All? The Phi Delta Kappan 92(3): p. 9.

[67] Krauss et al, 2016, p. 1 & 8.

[68] Krauss et al, 2016, p. 5-6.

[69] Krauss et al, 2016, p. 6.

[70] Krauss et al, 2016, p. 8- 9.

[71] Krauss et al, 2016, p. 12.

[72] Office of the Press Secretary. (2016). Archived Information: Supporting Dual Language Learners in Early Learning Settings. U.S. Department of Education. Retrieved from https://www.ed.gov/news/press-releases/fact-sheet-supporting-dual-language-learners-early-learning-settings?utm_name=.

[73] Friedman-Krauss et al. (2016). Table 2: Estimated Reductions in Kindergarten Achievement Gaps after Implementing a High-Quality UPK Program. [Electronic Image]. Retrieved from Friedman-Krauss, A., Steven Barnett, W., & Nores, M. (2016). How Much Can High-Quality Universal Pre-K Reduce Achievement Gaps?. The Center for American Progress and The National Institute for Early Education Research, p. 12.

[74] Friedman-Krauss et al. (2016). Figure 2: African American, Hispanic, and Low-Income Children Access High-Quality Programs at Lower Rates. [Electronic Image]. Retrieved from Friedman-Krauss, A., Steven Barnett, W., & Nores, M. (2016). How Much Can High-Quality Universal Pre-K Reduce Achievement Gaps?. The Center for American Progress and The National Institute for Early Education Research, p. 9.

[75] Friedman-Krauss, A., Steven Barnett, W., & Nores, M. (2016). How Much Can High-Quality Universal Pre-K Reduce Achievement Gaps?. The Center for American Progress and The National Institute for Early Education Research, 1-29. Retrieved from http://nieer.org/wp-content/uploads/2017/01/NIEER-AchievementGaps-report.pdf.

[76] Garcia, J., Heckman, J., Leaf, D., & Prados, M. (2016). The Life-Cycle Benefits of an Influential Early Childhood Program. National Bureau of Economic Research. Working Paper, 1-72.

[77] Naithram, R. (2014). Americans Overwhelmingly Favor Expanding Early Childhood Education. Is Congress Listening? National Educational Association Today. Retrieved from http://neatoday.org/2014/07/28/americans-overwhelmingly-favor-expanding-early-childhood-education-is-congress-listening/.

[78] Flannery, M. (2012). What Does High-Quality Early Childhood Education Look Like? National Education Association Today. Retrieved from http://neatoday.org/2012/04/04/what-does-high-quality-early-childhood-education-look-like-2/.

[79] Garcia et al, 2016, pp. 54.

[80] Friedman et al, 2016, p. 12.

[81] Krauss et al, 2016, p. 6.

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