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¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change

Subclaims¶

q2 i? In regression models contrasting cohorts, prior-year bars were negative (gaps widened) while intervention-year bars were positive (gaps narrowed or were eliminated). → McCarthy 2020 q2 i? Between-year coefficient differences were statistically significant for ATL-REG, SED, and PD, indicating more equitable outcomes for ELs in the intervention year. → McCarthy 2020 (2)

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

Multiple regression comparing yearly change in EL-Non-EL readiness gaps between the 2018-2019 prior-year cohort and the 2019-2020 intervention cohort, shown in Figure 5; the quote describes the direction of the estimated EL versus Non-EL growth differences.

"each of the bars for the prior year (in blue) take negative values, indicating that the gap between ELs and Non-ELs widened during the year. In contrast, each of the bars for the intervention year (in red) take positive values"

McCarthy 2020 (2)¶

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

Significance tests contrasting prior-year and intervention-year regression coefficients in the same cohort-comparison model. For LLD and MATH the article reports the estimated differences were small and not statistically significant.

"The brackets show that the between-year differences were statistically significant for the ATL-REG, SED, and PD domains of the DRDP. For these three domains, the statistical evidence indicates that the intervention year supported more equitable outcomes for ELs than 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
• 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 — 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 — possibly the same claim (merge candidate)
• Family participation in Growing Strong Learners was high and similar for EL and non-EL families: 97% attended at least one APTT meeting and 92% participated in Ready4K
• Parents who attended APTT meetings, and multilingual-home parents, agreed more strongly that APTT and the preschool helped them prepare their child for kindergarten
• Parents who attended APTT, took the spring survey, or spoke multiple languages at home tended to agree more strongly that they felt a strong connection to their child's preschool
• Understanding kindergarten expectations and acquiring tools to support children at home were especially beneficial for families without prior preschool or structured school experience — related