Enrolling in CPS pre-k before age four is associated with stronger kindergarten readiness in English language development and early reading for ELs¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? ELs enrolled in pre-k prior to age four showed stronger kindergarten readiness in English language development and early reading skills than those enrolling at age four. → de la Torre 2021

Evidence¶

de la Torre 2021¶

de la Torre, M., Freire, S., & Blanchard, A. (2021). English Learners in Chicago Public Schools: An exploration of the influence of pre-k and early grade years. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/English-learners-in-Chicago-Public-Schools-an-exploration-of-the-influence-of-pre-K

q2 · i? · associational · r?

The report compares ELs enrolling in CPS pre-k "prior to age four vs. enrolling at age four" and reports earlier enrollment supported kindergarten readiness in English language development and early reading skills. No effect size is printed; the comparison is observational.

"Enrolling earlier in CPS pre-k (prior to age four vs. enrolling at age four) supported ELs’ kindergarten readiness in terms of English language development and early reading skills."

Discussion¶

Related Claims¶

• Full-day pre-k attendance is associated with stronger pre-k attendance and kindergarten readiness in English language development and early literacy for ELs — related
• ELs who attended a school-based CPS pre-k showed better third-grade attendance, grades, test scores, and English proficiency than peers who did not — related
• Children who attend pre-kindergarten are more ready for kindergarten at the end of their pre-k year than children who do not attend — a broader claim this one bears on
• Children who attend pre-kindergarten are advanced on language, reading, writing, and math skills compared to similar children who did not attend — a broader claim this one bears on
• Improved second-grade outcomes were related to pre-k policy changes through greater access to full-day pre-k and subsequently improved kindergarten entry skills — related
• Four-year-olds who miss more preschool score lower on kindergarten readiness measures of math, letter recognition, and social-emotional development, even after controlling for incoming skills — related