Use pre-k English proficiency screener scores to identify ELs who would benefit from additional academic support¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The report recommends that educators use English proficiency screener data as early as pre-k to identify ELs who would benefit from additional support, since "Starting school with low levels of English proficiency was related to lower academic performance." The screener signals academic risk on test scores and grades, though not attendance risk. This supports resource-allocation decisions by educators and policymakers.

Design Implications¶

Context¶

Requirements¶

• Access to English proficiency screener scores collected at pre-k entry.

Constraints¶

• Screener data were, in general, not related to attendance, so they do not flag attendance risk.

Target Learners¶

• English Learners in pre-k and early elementary grades

Target Learning Goals¶

• English language development
• early literacy and academic performance

Claims¶

• Low English proficiency screener scores in pre-k relate to lower academic performance but not to attendance [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• 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