NC Pre-K participants made greater gains than expected for normal developmental growth, with particular benefits for dual language learners and low-income students¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Research found that NC Pre-K participants made greater gains than would be expected for normal developmental growth, with particular benefits for dual language learners and low-income students. → Wechsler 2016

Evidence¶

Wechsler 2016¶

Wechsler, M., Kirp, D., Tinubu Ali, T., Gardner, M., Maier, A., Melnick, H., & Shields, P. (2016). The road to high-quality early learning: Lessons from the states. Palo Alto: Learning Policy Institute. http://creativecommons.org/licenses/by-nc/4.0/

q2 · i? · qualitative · r?

The report's North Carolina case study summary states that research found NC Pre-K participants "made greater gains than would be expected for normal developmental growth," with particular benefits for dual language learners and low-income students. No effect sizes are printed.

"Research also has found that NC Pre-K participants made greater gains than would be expected for normal developmental growth, with particular benefits for dual language learners and low-income students.13,14"

Discussion¶

Learner Variables¶

• English-Learner Status — moderator: an instructional effect differs with it

Related Claims¶

• Convergence is attributed to nonattenders making greater gains in kindergarten than pre-K graduates — related
• Dual language participants grew faster than nonparticipants in math during each school year in grades 2 to 5 but lost more learning during subsequent summers — related
• In math, EL groups grew more than never-ELs during academic years but lost more during summers — related
• Pre-K benefits were studied among children from low-income homes in a large and diverse county (n = 2,581) — related
• In reading, dual language participants grew slightly more slowly during school years but lost less learning during summers, closing the gap with the national average — related
• Pre-K graduates outperform nonattending peers in achievement and executive functioning at the end of kindergarten — related
• Students who made the greatest school-year gains experienced the greatest summer learning loss — related
• Kindergarten convergence is not attributable to pre-K children's kindergarten classroom experiences but is attributable to preexisting individual differences — related