ACKNOWLEDGEMENTS—The opinions expressed in this report are solely those of the authors. The authors wouldlike to extend their thanks to Murtaza Ahmad, Enyonam Amexo, Matt Burke, Mary Meagher, and Joel Studebaker for their invaluable help. Special thanks to The Heising-Simons Foundation for their support of the production of this publication.This publication is a product on the National Institute for Early Education Research (NIEER), a unit of the GraduateSchool of Education at Rutgers, The State University of New Jersey. NIEER supports early childhood educationpolicy by providing objective, nonpartisan information based on research. Past and current supporters of researchperformed by NIEER include: The Pew Charitable Trusts, Carnegie Corporation of New York, The Fund for NewJersey, Geraldine R. Dodge Foundation, The David and Lucile Packard Foundation, The Prudential Foundation,The Schumann Fund for New Jersey, Smith Richardson Foundation, Tulsa Community Foundation, and the U.S.Department of Education's Office of Educational Research and Improvement (OERI).
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