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English learners in Chicago Public Schools: An exploration of the influence of pre-k and early grade years


To provide new and needed knowledge about what student and school characteristics are associated with EL success in pre-k and the early grades, this study examines attendance, grades, test scores, and English proficiency from two groups of Chicago Public Schools (CPS) ELs (14,058 students in pre-k and 16,651 students in the early grades K-3) to answer the following research questions: • What are the factors associated with stronger outcomes for ELs in pre-k and the early grades? • To what extent can schools identify ELs who would benefit from additional support? (author abstract)

Resource Type:
Reports & Papers
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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