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The effects of prekindergarten for Spanish-speaking dual language learners: Evidence from California's transitional kindergarten program

Resource Type: Reports & Papers
Author(s): Holod, Aleksandra; Ogut, Burhan; Brodziak de los Reyes, Iliana; Quick, Heather; Manship, Karen;
Date Issued: Q3 2020
Description: The impact of California's transitional kindergarten program on Spanish-speaking dual language learners was examined through two studies. Participants in the two studies included: (1) the statewide population of students who met study inclusion criteria (n = 45,010) and took the California English Language Development Test (CELDT), and (2) a sample of students (n = 1868) in 20 school districts. Findings indicate that TK had moderate to large effects on English proficiency; smaller but statistically significant effects on language, literacy, and math skills; and no effects on social-emotional skills or executive function. The transitional kindergarten program provides participating Spanish-speaking dual language learners with an academic advantage at kindergarten entry, as compared to Spanish-speaking dual language learners who do not attend. (author abstract)
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Funder(s): Heising-Simons Foundation ; David & Lucile Packard Foundation ; First 5 California
Journal Title: Early Childhood Research Quarterly
Volume Number: 52
Issue Number: Part A
Page Range: 101-111
Topics: Children & Child Development > Child Development & School Readiness

Children & Child Development > Children with Special Needs & Special Child Populations > Native Language

Programs, Interventions & Curricula > Programs
Country: United States
ISSN: 1873-7706 Online
0885-2006 Paper
Peer Reviewed: yes
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