Document Type

Report

Publication Date

1-27-2021

Keywords

Arkansas Better Chance, ABC program, Pre-K, public schools, state funded, english language learners

Abstract

Analyses of large-scale public pre-Kindergarten programs in several U.S. states suggest that students with limited English proficiency differentially benefit from such pre-K programs, compared to their English-proficient peers. This analysis describes long-term outcomes of Arkansas public school students who participate in the Arkansas Better Chance (ABC) pre-K program. Specifically, we are interested in subgroup outcomes for students with limited English proficiency. We analyze three cohorts of students, those enrolling in Kindergarten in Arkansas public schools in the fall of 2011, 2012, and 2013. We identify whether students in each Kindergarten class attended ABC or not, and we follow their academic outcomes through fifth grade. We describe math and reading standardized test scores and incidence of exiting English Language Learner (ELL) programs, and we report the differences in outcomes between demographically similar students who attended ABC and those who did not.

Comments

Volume 18, Issue 6

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