Low English proficiency screener scores in pre-k relate to lower academic performance but not to attendance¶

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? Starting school with low English proficiency was related to lower standardized test scores and grades, but screener data were generally not related to attendance. → 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 finds "screener data were, in general, not related to attendance" while low starting English proficiency related to lower performance on standardized test scores and grades. This mixed pattern means educators can identify students needing academic support as early as pre-k, but not attendance risk, from screener scores.

"Starting school with low levels of English proficiency was related to lower academic performance, measured by standardized test scores and grades; however, screener data were, in general, not related to attendance."

Discussion¶

Related Claims¶

• ELs who did not reach proficiency by eighth grade showed continued growth but started first grade with much lower ACCESS scores, and rising grade-level thresholds meant they never met the proficiency cut — 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
• ELs with identified disabilities made slower progress toward English skills and had lower attendance, and were more likely to opt out of bilingual services — related
• English learner students were more often identified at risk overall, but those with low English proficiency on ACCESS were not necessarily below benchmark; a little over one third of English learners meeting benchmark scored at the two lowest ACCESS proficiency levels — related
• Literacy screener benchmarks predict which grade 3 students will not meet MCAS ELA expectations, but not necessarily who will meet them — related