ERIC Number: ED492888
Record Type: Non-Journal
Publication Date: 2006-Feb
Reference Count: 30
Preschool Participation and the Cognitive and Social Development of Language-Minority Students. CSE Technical Report 674. UC LMRI Technical Report
Rumberger, Russell W.; Tran, Loan
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
This study examined participation in preschool and its relationship with the cognitive and social development of language-minority students. Although there is a large body of research that demonstrates the cognitive and social benefits of attending preschool (Barnett, 1995; Gorey, 2001; National Research Council, Committee on Early Childhood Pedagogy, 2000; Vandell, 2004), very little of this research has included language-minority students, or at least those who do not speak English. Either non-English speaking families are not included in the design of the study, such as with the widely cited National Institute for Child Health and Development (NICHD) Early Child Care Study, or the studies are based on cognitive and social assessments that are only conducted in English (e.g., Magnuson, Meyers, Ruhm, & Waldfogel, 2004). Consequently, little is known about participation in and outcomes of preschool for the growing population of language-minority students. The following are appended: (1) Methodology; and (2) Standard Errors. (Contains 26 notes, 15 figures, and 22 tables.)
Descriptors: Child Health, Social Development, Non English Speaking, English, Limited English Speaking, Language Minorities, Case Studies, Preschool Education, School Readiness, Early Experience, Cognitive Development, Interviews
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org.
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Preschool Education
Sponsor: National Center for Education Statistics (ED), Washington, DC.; American Institutes for Research (CRESS), Kensington, MD.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.; California Univ., Santa Barbara. Linguistic Minority Research Inst.