Child Care and Early Education Research Connections

Skip to main content

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:
Executive Summary

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.

- You May Also Like

These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.

Summary of findings from the Fairfax pre-k to 3rd grade study: 2016-2021 [Executive summary]

Executive Summaryview

Growing superdiversity among young U.S. dual language learners and its implications [Executive summary]

Executive Summaryview

Child care assistance and early literacy: Preliminary outcomes from the pilot years of FOCUS [Executive summary]

Executive Summaryview
Release: 'v1.9.0' | Built: 2022-06-13 15:23:18 EDT