Intervention-year ELs reached higher DRDP developmental levels by spring than prior-year ELs, while Non-ELs showed no discernable difference or a slight prior-year advantage¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? For all DRDP domains, ELs were more likely to be in higher developmental levels at the end of the intervention year than at the end of the prior year. → 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

Comparison of ELs' DRDP developmental-level distributions (Figure 6a-e) between spring 2019 and spring 2020, with cohorts showing similar fall mean scores. For Non-ELs the article reports either no discernable difference between years or a slight prior-year advantage.

"The results show that, for all DRDP domains, ELs were more likely to be in the higher developmental levels at the end of the intervention year than they were at the end of the prior year."

Discussion¶

Related Claims¶

• During the intervention year, EL preschoolers' DRDP scores were predicted to increase more than Non-ELs' scores in all five DRDP domains after controlling for pretest, with statistically significant differences in ATL-REG and PD — related
• During the prior year before the intervention, EL-Non-EL gaps widened in all DRDP domains and ELs were expected to grow less than Non-ELs, significantly for PD only — 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 — related