Full-day pre-k attendance is associated with stronger pre-k attendance and kindergarten readiness in English language development and early literacy 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 attending full-day CPS pre-k showed stronger pre-k attendance and kindergarten readiness in English language development and early literacy than those not in full-day pre-k. → 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's key findings state that "Attending a full-day pre-k classroom was associated with stronger ELs pre-k attendance and their kindergarten readiness" in English language development and early literacy. The association is correlational; no effect size is printed. Only 19 percent of ELs in CPS pre-k attended full-day classrooms between 2016 and 2018, versus a district average of 34 percent.

"Attending a full-day pre-k classroom was associated with stronger ELs pre-k attendance and their kindergarten readiness in terms of English language development and early literacy."

Discussion¶

Learner Variables¶

• Time and Continuity — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Enrolling in CPS pre-k before age four is associated with stronger kindergarten readiness in English language development and early reading 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
• Students in full-day pre-k programs had significantly higher attendance rates than students in half-day programs across all study years — 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
• Attending higher-rated schools (CPS School Quality Rating Policy) is associated with better math, reading, and English proficiency test outcomes for ELs — related
• 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