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Inequity in the Early Years: Student Development Trajectories from Kindergarten to Grade 3. Kindergarten Readiness in Illinois Series, Part 2

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Title: Inequity in the Early Years: Student Development Trajectories from Kindergarten to Grade 3. Kindergarten Readiness in Illinois Series, Part 2
Language: English
Authors: Sebastian Kiguel, Sarah Cashdollar, Meg Bates, Illinois Workforce and Education Research Collaborative (IWERC)
Source: Illinois Workforce and Education Research Collaborative, Discovery Partners Institute. 2024.
Availability: Board of Trustees of the University of Illinois, State of Illinois for Discovery Partners Institute. 200 South Wacker Drive, 20th Floor, Chicago, IL 60304. Tel: 217-766-6779; e-mail: IWERC@mx.uillinois.edu; Web site: https://dpi.uillinois.edu/applied-research/iwerc/
Peer Reviewed: N
Page Count: 29
Publication Date: 2024
Sponsoring Agency: CME Group Foundation
Document Type: Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 3
Primary Education
Descriptors: School Readiness, Early Childhood Education, Test Bias, Culture Fair Tests, Grade 3, Academic Achievement, Longitudinal Studies, African American Students, Hispanic American Students, Educational Discrimination, Low Income Students, Early Intervention, Learning Trajectories, Emergent Literacy, Comparative Testing
Geographic Terms: Illinois
Abstract: In this report, we perform an analysis of kindergarten readiness in Illinois and relate it to students' third grade academic achievement. We study two cohorts of Illinois kindergarteners and follow them into third grade using data provided by the Illinois State Board of Education (ISBE). We summarize our key findings below: (1) Disparities appear larger in third grade than in kindergarten; (2) Overall, KIDS predicts performance on standardized achievement tests in Grade 3; and (3) Kindergarten readiness alone does not guarantee academic success, especially for Black and Hispanic/Latino students and students who are FRPL-eligible.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED662130
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED662130
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PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
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  Data: Inequity in the Early Years: Student Development Trajectories from Kindergarten to Grade 3. Kindergarten Readiness in Illinois Series, Part 2
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Sebastian+Kiguel%22">Sebastian Kiguel</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+Cashdollar%22">Sarah Cashdollar</searchLink><br /><searchLink fieldCode="AR" term="%22Meg+Bates%22">Meg Bates</searchLink><br /><searchLink fieldCode="AR" term="%22Illinois+Workforce+and+Education+Research+Collaborative+%28IWERC%29%22">Illinois Workforce and Education Research Collaborative (IWERC)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Illinois+Workforce+and+Education+Research+Collaborative%2C+Discovery+Partners+Institute%22"><i>Illinois Workforce and Education Research Collaborative, Discovery Partners Institute</i></searchLink>. 2024.
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  Data: Board of Trustees of the University of Illinois, State of Illinois for Discovery Partners Institute. 200 South Wacker Drive, 20th Floor, Chicago, IL 60304. Tel: 217-766-6779; e-mail: IWERC@mx.uillinois.edu; Web site: https://dpi.uillinois.edu/applied-research/iwerc/
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  Data: N
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  Label: Page Count
  Group: Src
  Data: 29
– Name: DatePubCY
  Label: Publication Date
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  Data: 2024
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  Data: CME Group Foundation
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  Data: Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22School+Readiness%22">School Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Bias%22">Test Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Culture+Fair+Tests%22">Culture Fair Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Discrimination%22">Educational Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Trajectories%22">Learning Trajectories</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Testing%22">Comparative Testing</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Illinois%22">Illinois</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In this report, we perform an analysis of kindergarten readiness in Illinois and relate it to students' third grade academic achievement. We study two cohorts of Illinois kindergarteners and follow them into third grade using data provided by the Illinois State Board of Education (ISBE). We summarize our key findings below: (1) Disparities appear larger in third grade than in kindergarten; (2) Overall, KIDS predicts performance on standardized achievement tests in Grade 3; and (3) Kindergarten readiness alone does not guarantee academic success, especially for Black and Hispanic/Latino students and students who are FRPL-eligible.
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  Data: 2024
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  Label: Accession Number
  Group: ID
  Data: ED662130
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED662130
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
    Subjects:
      – SubjectFull: School Readiness
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Test Bias
        Type: general
      – SubjectFull: Culture Fair Tests
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: Hispanic American Students
        Type: general
      – SubjectFull: Educational Discrimination
        Type: general
      – SubjectFull: Low Income Students
        Type: general
      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: Learning Trajectories
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Comparative Testing
        Type: general
      – SubjectFull: Illinois
        Type: general
    Titles:
      – TitleFull: Inequity in the Early Years: Student Development Trajectories from Kindergarten to Grade 3. Kindergarten Readiness in Illinois Series, Part 2
        Type: main
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            NameFull: Illinois Workforce and Education Research Collaborative (IWERC)
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            NameFull: Sebastian Kiguel
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            NameFull: Sarah Cashdollar
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            NameFull: Meg Bates
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            – D: 01
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              Type: published
              Y: 2024
          Titles:
            – TitleFull: Illinois Workforce and Education Research Collaborative, Discovery Partners Institute
              Type: main
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