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Early Learning Coalition of Duval The Longitudinal Study

Early Learning Coalition of Duval The Longitudinal Study. Purpose: To examine the sustained impact of experiencing a preschool literacy-rich curricula with job-embedded coaching for teachers on the future acquisition of literacy skills in grades K – 3.

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Early Learning Coalition of Duval The Longitudinal Study

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  1. Early Learning Coalition of DuvalThe Longitudinal Study Purpose: To examine the sustained impact of experiencing a preschool literacy-rich curricula with job-embedded coaching for teachers on the future acquisition of literacy skills in grades K – 3. A Presentation by the Florida Institute of Education at the University of North Florida, December 2009

  2. The 2005/06 Kindergarten Yearn = 1,581ELC/JELP childrenn = 6,166 comparison children Question: Were children who participated in ELC/JELP preschool classes more ready for kindergarten than similar children who did not participate in ELC/JELP classes? Answer: ELC/JELP children demonstrated higher levels of achievement on the state-mandated readiness screening measures that comparison children. The preponderance of evidence allows us to say the true differences between the ELC/JELP children and the comparison children’s school readiness scores was due to their participation in the ELC/ELP literacy-rich curricula with job-embedded coaching for teachers. A Presentation by the Florida Institute of Education at the University of North Florida, December 2009

  3. The 2006/07 First-Grade YearReading First Schools n = 630 ELC/JELP children n = 956 comparison children Question: Do children who participated in ELC/JELP sponsored preschool classes during the 2004/05 school year and attended first grade at DCPS Reading First schools during the 2006/07 school year have greater literacy skills than comparison children in the same Reading First schools but who did not attend the ELC/JELP sponsored preschools?   Answer: The ELC/JELP children achieved higher levels of literacy skills (as measured by 4 DIBELS scales) by the end of the first grade than did the comparison children in the same Reading First schools and acquired the literacy skills faster than the comparison children. A Presentation by the Florida Institute of Education at the University of North Florida, December 2009

  4. The 2007/08 Second-Grade YearReading First Schools n = 350 ELC/JELP childrenn = 543 comparison children Question: Is the vocabulary development and reading comprehension (as measured by PPVT-III and SAT 10) of 2007/08 children who attended Reading First schools different for the children who also attended ELC/JELP-supported prekindergarten in 2004/05 than for their classmates who did not?   Answer: The ELC/JELP children out-performed the comparison children on the PPVT-III but not on the SAT 10. 38% of the ELC/JELP children exhibited vocabulary development at or above the 40th percentile – the Florida Reading First benchmark for grade-level achievement as compared to 32.4 % of the comparison children. A Presentation by the Florida Institute of Education at the University of North Florida, December 2009

  5. Florida Comprehensive Achievement Test(FCAT) • Measures student achievement of the Sunshine State Standards benchmarks. • Grade 3 FCAT reading test uses four reading content clusters: (1) words and phrases in context; (2) main idea, plot, and purpose; (3) comparison and cause/effect; and (4) reference and research. • Grade 3 FCAT reading test scores are classified to one of five Achievement Level Classifications. • Scores at Levels 3, 4, or 5 are performing at or above expectations and meet the requirements of the Sunshine State Standards. A Presentation by the Florida Institute of Education at the University of North Florida, December 2009

  6. Longitudinal Study Question Did children who participated in ELC/JELP-supported prekindergarten classes during the 2004-2005 academic year and who attended a DCPS elementary school attain higher third-grade FCAT Reading scores than similar children who did not participate in ELC/JELP-supported prekindergarten classes? A Presentation by the Florida Institute of Education at the University of North Florida, December 2009

  7. The 2008/09 Third-Grade Year A Presentation by the Florida Institute of Education at the University of North Florida, December 2009

  8. The 2008/09 Third-Grade YearStudy Group A Presentation by the Florida Institute of Education at the University of North Florida, December 2009

  9. Learning to Read A Presentation by the Florida Institute of Education at the University of North Florida, December 2009

  10. The 2004/05 Prekindergarten YearHistorical Trends A Presentation by the Florida Institute of Education at the University of North Florida, December 2009

  11. Assessing Decoding, Vocabulary, and Comprehension Skills

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