Preschoolers from poor families learning English struggle in early grades

A study of preschool education in California indicates that early learning difficulties can be precursors to struggles in the primary grades, and suggests that effective preschool programs can shrink the achievement gap.

The study also indicates that second- and third-graders who are English learners were particularly likely to struggle in preschool.

But the state's publicly funded programs, according to the study, aren't designed to create the best opportunities for child development and school readiness.

"There's an educational achievement gap in California, with the same groups of children starting behind and staying behind years after they enter elementary school," said Lynn Karoly, a RAND Corporation economist who wrote the study. "Our project is intended to examine the role that improved early childhood education may play in closing the gap by better preparing children to succeed in school."

The study examines how learning struggles vary across groups defined by gender, ethnicity, English language ability, parental education and family economic status.

The study was requested by state Superintendent of Instruction Jack O'Connell, the Governor's Committee on Education Excellence, and the leadership of the state Senate and Assembly to look at how to improve preschool education.

The first two parts of a four-part California Preschool Study were released today. The first report looks at the achievement gap for California's preschool children; the second examines how well the state's publicly funded preschools serve children.

Researchers examined data from the 2007 California Standards Tests that showed language proficiency played a prominent role in achievement.

About 70 percent of the second-graders who don't meet proficient standards in English-language arts, and 53 percent who don't meet math proficiency, are English learners.

This compares to 52 percent of second-graders overall who didn't meet proficient levels in English-language arts, and 41 percent of second-graders who didn't hit math proficiency targets.

The achievement gap is largest among students who are English learners and whose parents didn't graduate from high school.

Comparable figures from Monterey County schools were not available Wednesday. But district administrators estimate that 80 percent of the districts' 700 students enrolled in pre-kindergarten programs are English-language learners.

Monterey Peninsula Unified School District is one local district that has a family literacy plan in place to teach parents how to help their children.

Parents can take English classes and learn how to navigate the public school system to earn a high school diploma.

"Our parents are involved, and we want them to learn," said Sandra Wade, head teacher at Seaside Children's Center.

The center has monthly meetings that attract about 70 parents interested in learning how to conduct parent-teacher conferences or how to help their child learn to read.

Karoly said quality programs such as state-funded preschools or Head Start, which is geared toward low-income families, are important for families who are socioeconomically disadvantaged.

"One of the points made in the research is that high-quality preschool programs for lower disadvantaged families improve school readiness," she said. "There are programs out there that make preschool available on a subsidized basis."

Head Start in Monterey County is one of the programs open to lower-income families. It provides services to 1,245 families countywide.

Each child in the program has an individual plan. Some plans focus on learning letters, hearing stories or learning English.

The curriculum is based on a national program and local teachers incorporate activities to meet children's needs.

"Activities are picked so they can increase their learning," said Esther Rubio, program director for the county's Head Start program. "The thrust to get into preschool does affect where they enter kindergarten on the first day."

"We know if we can identify the needs of students to get them ready or give them preventative support," said Kari Yeater, associate superintendent of instruction for Monterey Peninsula Unified School District, "we will have long-lasting impacts in a variety of ways."