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FOOTNOTES:
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[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.
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[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.
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[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.
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[79] Garcia et al, 2016, pp. 54.
[80] Friedman et al, 2016, p. 12.
[81] Krauss et al, 2016, p. 6.