Parents who attended APTT, took the spring survey, or spoke multiple languages at home tended to agree more strongly that they felt a strong connection to their child's preschool¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2020 · checked against its sources 2026-10-10 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? APTT attendees, spring respondents, and multilingual-home parents tended to agree more strongly that they felt a strong connection to their child's preschool. → McCarthy 2020

Evidence¶

McCarthy 2020¶

McCarthy, E., Morgan, C. & Sussman, J. (2020). Growing strong learners in Galt Joint Union Elementary School District. San Francisco, CA: WestEd. https://eric.ed.gov/?id=ED613373

q2 · i? · design · r2

Triangulated evaluation data (Figures 12-14 parent survey items plus focus groups and interviews) on parent connectedness. Parents also reported valuing Class Dojo and feeling comfortable asking the BCOA coordinator for help.

"parents who attended an APTT meeting, took the survey in spring, or spoke multiple languages at home tended to agree more strongly that they felt a connection to their child's preschool."

Discussion¶

Learner Variables¶

• Belonging — outcome: instruction changes it
• Reading and Language — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Parents who attended APTT meetings, and multilingual-home parents, agreed more strongly that APTT and the preschool helped them prepare their child for kindergarten — related
• The final spring 2015 parent-survey pilot collected 253 parent responses across seven school-based and nine center-based Chicago preschool sites, in English and Spanish — related
• Family participation in Growing Strong Learners was high and similar for EL and non-EL families: 97% attended at least one APTT meeting and 92% participated in Ready4K — related
• Kindergarten-readiness gaps between ELs and Non-ELs narrowed during the intervention year after widening during the prior year, with significant between-year differences for ATL-REG, SED, and PD
• K-12 educators value product-improvement research more, and individual-adaptation research less, than higher education educators — related
• Families particularly valued meeting education staff early, familiarizing themselves with school layout and routines, and building social connections with other families — related
• Understanding kindergarten expectations and acquiring tools to support children at home were especially beneficial for families without prior preschool or structured school experience — related