How Kindergarten Assessments and School Climate Contribute to Shaping Student Achievement in Elementary School.

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dc.contributor.advisorAmy Halberstadt, Chair
dc.contributor.advisorLynne Baker-Ward, Member
dc.contributor.advisorKelly Lynn Mulvey, Member
dc.contributor.advisorJason Allaire, Member
dc.contributor.advisorAlejandra Huerta Vazquez, Graduate School Representative
dc.contributor.authorOertwig, Dejah Amber
dc.date.accepted2021-09-14
dc.date.accessioned2021-09-23T12:30:20Z
dc.date.available2021-09-23T12:30:20Z
dc.date.defense2021-07-21
dc.date.issued2021-07-21
dc.date.released2021-09-23
dc.date.reviewed2021-07-29
dc.date.submitted2021-07-28
dc.degree.disciplinePsychology
dc.degree.leveldissertation
dc.degree.nameDoctor of Philosophy
dc.identifier.otherdeg26457
dc.identifier.urihttps://www.lib.ncsu.edu/resolver/1840.20/39102
dc.titleHow Kindergarten Assessments and School Climate Contribute to Shaping Student Achievement in Elementary School.

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