Preschool Attendance in Chicago Public Schools PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Preschool Attendance in Chicago Public Schools PDF full book. Access full book title Preschool Attendance in Chicago Public Schools by Stacy B. Ehrlich. Download full books in PDF and EPUB format.
Author: Stacy B. Ehrlich
Publisher: Consortium on Chicago School Research
ISBN: 9780989799430
Category : Education, Preschool
Languages : en
Pages : 64
Get Book Here
Book Description
Students who attend preschool regularly are significantly more likely than chronically absent preschoolers, those who missed at least 10 percent of the school year, to be ready for kindergarten and to attend school regularly in later grades. The study, which followed 25,000 three- and four-year-olds served by Chicago Public Schools (CPS) school-based preschool programs, finds chronic absenteeism is rampant among preschoolers in Chicago. In 2011-2012, almost half of three-year-olds and more than one-third of four-year-olds were chronically absent. This report examines the extent of preschool absenteeism and the reasons preschool students are absent. It also examines the relationship between preschool absences and students' scores on measures of kindergarten readiness in math, letter recognition, and social-emotional development, as well as assessments of second-grade reading fluency. Ultimately, students who miss more preschool have lower kindergarten readiness scores, and students who are chronically absent in preschool are more likely to be chronically absent in kindergarten and have lower second grade reading scores. However, students who enter preschool with the weakest skills benefit the most from regular attendance.
Author: Stacy B. Ehrlich
Publisher: Consortium on Chicago School Research
ISBN: 9780989799430
Category : Education, Preschool
Languages : en
Pages : 64
Get Book Here
Book Description
Students who attend preschool regularly are significantly more likely than chronically absent preschoolers, those who missed at least 10 percent of the school year, to be ready for kindergarten and to attend school regularly in later grades. The study, which followed 25,000 three- and four-year-olds served by Chicago Public Schools (CPS) school-based preschool programs, finds chronic absenteeism is rampant among preschoolers in Chicago. In 2011-2012, almost half of three-year-olds and more than one-third of four-year-olds were chronically absent. This report examines the extent of preschool absenteeism and the reasons preschool students are absent. It also examines the relationship between preschool absences and students' scores on measures of kindergarten readiness in math, letter recognition, and social-emotional development, as well as assessments of second-grade reading fluency. Ultimately, students who miss more preschool have lower kindergarten readiness scores, and students who are chronically absent in preschool are more likely to be chronically absent in kindergarten and have lower second grade reading scores. However, students who enter preschool with the weakest skills benefit the most from regular attendance.
Author: John Q. Easton
Publisher:
ISBN:
Category : Public schools
Languages : en
Pages : 38
Get Book Here
Book Description
Author: Edith Abbott
Publisher: Chicago, University of Chicago Press [1917]
ISBN:
Category : Chicago (Ill.)
Languages : en
Pages : 502
Get Book Here
Book Description
![Report [of The] General Superintendent PDF](https://books.google.com/books/content/images/frontcover/CtVBAQAAMAAJ?fife=w80-h100)
Author: Chicago Public Schools
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 206
Get Book Here
Book Description
Author: Hannah Belle Clark
Publisher:
ISBN:
Category : Public schools
Languages : en
Pages : 134
Get Book Here
Book Description
Author: Stacy B. Ehrlich
Publisher:
ISBN: 9780985681975
Category : Education, Preschool
Languages : en
Pages : 9
Get Book Here
Book Description
Author: Elaine Allensworth
Publisher:
ISBN: 9780978738341
Category :
Languages : en
Pages : 68
Get Book Here
Book Description
Almost half of all Chicago Public School students fail to graduate, and in some CPS high schools more students drop out than graduate. It is a problem that can sometimes feel overwhelming to address because the causes of dropout are myriad and complex. What is often lost in discussions about dropping out is the one factor that is most directly related to graduation-students' performance in their courses. In this research report, CCSR authors Elaine Allensworth and John Q. Easton look into the elements of course performance that predict whether students will graduate and suggest what schools and families can do to keep more teens in school. Building on earlier CCSR research of "on-track indicators" that demonstrated a connection between failing freshman classes and dropping out, the authors found that a number of freshman-year factors can be used to predict high school graduation. Grades are as predictive as on-track indicators; almost all students with a "B" average or better at the end of their freshman year graduate, compared to only a quarter of those with a "D" average. The research also revealed how critical attendance is for freshman success. Conventional wisdom holds that eighth grade test scores are good predictors of students' likelihood to do well in high school courses. However, course attendance is eight times more predictive of course failure in the freshman year than test scores. Just one week of absence is associated with a much greater likelihood of failure, regardless of incoming achievement. The authors also examine how school practices affect students' grades, failure rates and attendance. Students' grades and attendance are particularly better than expected in schools characterized by two features-supportive relationships between teachers and students, and a perception among students that the work they are doing in high school is preparing them for the future.
Author: Chicago Public Schools
Publisher:
ISBN:
Category :
Languages : en
Pages : 1056
Get Book Here
Book Description
Author: Chicago (Ill.). Advisory Panel on Integration of the Public Schools
Publisher:
ISBN:
Category : Educational planning
Languages : en
Pages : 108
Get Book Here
Book Description
This report of an advisory panel to the Chicago Board of Education deals with desegregation of the public schools, and offers a plan ""by which any educational, psychological, and emotional problems or inequities in the school system"" can be removed. The introduction deals with historical and legal background and the problem of integration in a pluralistic society; a summary of the Panel's findings, recommendations with their rationale; and a general discussion of implementation. The panel's findings on de facto segregation are discussed in relation to racial composition of student body (schools are defined as integrated when they are at least 10% Negro and 10% white), and the racial distribution of teachers. Quality of Education in white, integrated, and Negro schools is discussed in terms of overcrowding; class size; student-staff ratio; teaching staff; attendances; dropouts and mobility; achievement; curriculum and teaching methods; and physical facilities. Recommendations, based on the currently accepted premises about the value of desegregation, stress that the principle of the neighborhood school must be modified to achieve the ""higher priority"" of expanding ""the freedom of individual choice."" Appendices include policy statements, social-psychological material on segregation, and tables of data on which recommendations were based. A study guide for the report is included. (Nh).
Author: Elaine Allensworth
Publisher: Consortium on Chicago School Research
ISBN: 9780989799454
Category :
Languages : en
Pages : 138
Get Book Here
Book Description
Grades and attendance-not test scores-are the middle grade factors most strongly connected with both high school and college success. In fact, grades and attendance matter more than test scores, race, poverty, or other background characteristics for later academic success. This report follows approximately 20,000 Chicago Public Schools students as they transition from elementary to high school. It is designed to help answer questions about which markers should be used to gauge whether students are ready to succeed in high school and beyond. It also considers the performance levels students need to reach in middle school to have a reasonable chance of succeeding in high school.
