Transitioning to kindergarten: What 3 RPPs find on district-led programs
NNERP Extra Magazine
In this first edition of the “Research Insights” series, we visit the early childhood education space across NNERPP. Here we find three districts offering different versions of a kindergarten transition program for their students. As it happens, the programs show a nice spectrum of possibilities for how a district might support their students in the transition to kindergarten, with Portland Public Schools offering the shortest and least resource intensive program while the program run by the San Francisco Unified School District is the longest and most resource intensive of the three.See More
In this webinar, learn what new research shows about the academic growth trajectories of students who are deaf or hard of hearing (DHH), and tips for supporting students who are DHH in distance learning.
By: Stephanie Cawthon, Elizabeth Barker, Johny Daniel, Jessica Meissner, North Cooc
The Wall Street Journal‘s Susan Pinker reports on new research examining the extent to which the benefits of pre-K education persist through kindergarten.
Mentions: Erik Ruzek, Arya Ansari, Robert Pianta, Jessica Whittaker, Virginia Vitiello
Topics: Early learning
Persistence and convergence: The end of kindergarten outcomes of pre-K graduates and their nonattending peers
This study examined the benefits of pre-K through the end of kindergarten for children from low-income homes in a large and diverse county, and factors associated with a reduction in benefits during the kindergarten year.
By: Erik Ruzek, Arya Ansari, Virginia Vitiello, Robert Pianta, Jessica Whittaker
Topics: Early learning
Data on children’s academic preparation at kindergarten entry tell a story of both declining achievement and shrinking gaps.
By: Christine Pitts, Megan Kuhfeld
This study examined math and reading academic achievement and growth in grades 2 to 8 for Hispanic participants and nonparticipants of a Spanish-English dual language program.
By: Angela Johnson
This study examines the effects of English Learner (EL) status on subsequent Special Education (SPED) placement.
By: Mark Murphy, Angela Johnson
Assessment education: Bridging research, theory, and practice to promote equity and student learning
This book focuses on practical uses of assessment in education and provides resources and strategies for teachers, administrators, and other educational leaders who strive toward data-informed instruction that balances the use of assessment to address opportunity gaps.
Edited by: Beth Tarasawa, Amelia Gotwals, Cara Jackson