Attending higher-rated schools (CPS School Quality Rating Policy) is associated with better math, reading, and English proficiency test outcomes 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? Attending schools with higher CPS School Quality Rating Policy ratings was associated with positive EL outcomes on standardized test scores in math, reading, and English proficiency. → 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 "higher-rated schools, based on CPS’ School Quality Rating Policy" was associated with positive EL outcomes on standardized test scores in math, reading, and English proficiency. Observational association; no effect size printed.

"Attending higher-rated schools, based on CPS’ School Quality Rating Policy, was associated with positive outcomes for ELs in terms of standardized test scores in math, reading, and English proficiency."

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
• Michigan's GSRP participants showed better kindergarten readiness, fewer grade repetitions, better reading and math proficiency, and better on-time graduation rates than non-participants, per a HighScope longitudinal evaluation — related
• Students who began as ELs and demonstrated proficiency by eighth grade had academic outcomes similar to or higher than students never classified as ELs — related
• Publicly reported statistics based only on active ELs give a biased picture of EL performance because proficient students exit the subgroup — related
• Students who began kindergarten as English Learners had similar achievement and growth, and higher attendance, compared to students never classified as ELs — related
• GPAs were very similar for students who did and did not enter CPS as ELs, with a reading-grade gap that closed by seventh grade and similar Freshman OnTrack rates — related
• Ninth grade GPAs are the single most predictive indicator of high school graduation, college enrollment, and degree completion for all English Learner groups — related