Reading and Mathematics Elementary School Performance of Spanish-Speaking Children Matriculating from a Bilingual Preschool

Autor/inn/en	Morrison, Jennifer D.; Wang, Chuang; Costa, Priscila J. B. M.
Titel	Reading and Mathematics Elementary School Performance of Spanish-Speaking Children Matriculating from a Bilingual Preschool
Quelle	In: Journal of Urban Learning, Teaching, and Research, 16 (2022) 2, (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2766-497X
Schlagwörter	Reading Achievement; Mathematics Achievement; Elementary School Students; Spanish Speaking; Bilingual Schools; Preschool Education; Reading Fluency; Reading Tests; Emergent Literacy; Achievement Tests; School Readiness; English Language Learners; North Carolina (Charlotte); Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Measures of Academic Progress + Suchen Sie Ihr Suchwort? Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bilingual scholl; Bilinguale Schule; Pre-school education; Vorschulerziehung; Lesetest; Frühleseunterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Readiness for school; School ability; Schulreife
Abstract	The Charlotte Bilingual Preschool (CltBP), situated in the 17th largest urban area of the US, has found itself at the intersection of its community's agendas to provide high quality preschool services to Spanish-speaking families, improve opportunities for upward mobility, and foster literacy gains for children from birth through third grade. This study seeks to determine if the preschool's bilingual approach has any impact on its alumni students' reading and mathematics performance in kindergarten, first, and second grade. DIBELS and MAP testing, as well as standards-based grades, were compared between CltBP alumni and their identified Hispanic peers within the public school system. Findings show that CltBP alumni not only score ahead of their peers in reading and mathematics upon entering public school kindergarten, this advantage continues through second grade. Despite this advantage, many CltBP alumni still continue to perform below state-identified proficiency levels. (As Provided).
Anmerkungen	AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://jultr.online/index.php/jultr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01