About this paper symposium

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Panel information
Panel 18. School Readiness/Childcare

Paper #1
Variability in Time to Academic Proficiency: A Longitudinal Investigation of Reading Readiness in Bilingual Children
Author information	Role
Dr. Julie C. Smith, University of Virginia, United States	Presenting author
Jessica Willard, Leibniz Institute for Educational Trajectories, Germany	Non-presenting author
Carol Scheffner Hammer, Teachers College, Columbia University, USA	Non-presenting author
Abstract
To promote reading achievement in diverse learners, it is critical to understand variability in the time it takes children to develop academic proficiency in the oral language and early literacy skills underlying reading (Scarborough, 2001; Hjetland et al., 2020). It is particularly important to understand variability in the time to academic language proficiency among bilingual children, who represent a third of the early elementary school population (Migration Policy Institute, 2021). Extant research suggests that bilingual children can achieve the academic language proficiency needed for skilled reading in English after about five years of schooling in English (Cummins, 1981; Han et al., 2014). This literature suggests that children who attend two years of preschool in English should establish the foundations for reading by the end of second grade. However, the time to academic proficiency in each language may vary depending on the timing of exposure to English (Hammer et al., 2008). Additionally, few studies have examined the time to academic proficiency in Spanish, so remains unclear whether English-only instruction is sufficient for supporting bilingual development. To this end, the current study investigated growth trajectories of bilingual children’s Spanish and English oral language and early literacy skills from kindergarten through second grade. Specifically, this study examined whether the time to academic proficiency in Spanish and English differed depending on children’s timing of exposure to English. Methods. Participants included 83 Puerto Rican Spanish-English bilingual children (Hammer et al., 2008). All children were typically developing with no parent or teacher concerns, had attended two years of English-only Head Start preschool, and were enrolled in English-only kindergarten programs. Children had a mean age of 69.32 months (SD = 4.77 months) at baseline and 60% were girls. Receptive vocabulary, expressive vocabulary, auditory comprehension, expressive morphosyntax, phonological awareness, letter knowledge, and early reading comprehension skills were measured in Spanish and English in the fall and spring of kindergarten through second grade (i.e., six time points). Growth trajectories were compared between children who received home English communication (HEC; n = 52) from birth and children who began receiving school English communication (SEC; n = 31) at preschool entry. Results and Implication. Baseline differences between HEC and SEC groups were maintained in Spanish and English oral language skills but diminished in early literacy skills by the end of second grade. Both HEC and SEC groups approximated academic proficiency in English early literacy skills, but only children in the HEC group demonstrated academic oral language proficiency in English. In Spanish, both groups demonstrated a decline in academic oral language and early literacy skills. These findings suggest that after five years of schooling in English, only some bilingual children who began learning English from birth at home, were able to establish academic proficiency in all the oral language and early literacy skills needed to become strong readers. Additionally, findings indicate that English-only instruction is inadequate for supporting bilingual reading development. Implications for reading instruction will be discussed with an emphasis on practices that are responsive to variability among bilingual children.

Paper #2
Statewide Evaluation of Publicly Funded Preschool Using CASEBA: Assessing Quality for Dual Language Learners
Author information	Role
Alexandra Figueras-Daniel, Ph.D., National Institute for Early Education Research (NIERR) Rutgers the State University of New Jersey, United States	Presenting author
Jennifer K. Duer, National Institute for Early Education Research (NIERR) Rutgers the State University of New Jersey, USA	Non-presenting author
Abstract
Currently, 47% of the population of children aged 0-5 are considered dual language learners (DLLs) in New Jersey. Of these, 53% speak Spanish as their other language at home (Ivana Tú Nhi & Park, 2022). In response, this study seeks to understand the existing supports and policies used in state-funded preschool classrooms to support these children’s bilingualism. We utilize a unique, structured observation tool, the Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA), to assess a representative sample of publicly funded preschool classrooms (N = 330). This study is novel as it uniquely uses a classroom observation measure for a statewide evaluation study to measure support for DLLs, presenting, for the first time, an equity-driven approach to understanding quality in a large-scale preschool program. The following questions are addressed in this paper. 1. What is the quality of language and literacy support in publicly funded preschool classrooms for dual language learners? 2. What teacher demographic variables are associated with increased quality as measured by the CASEBA? 3. How does the linguistic composition of the children enrolled in the classroom moderate the frequency of language and literacy activities captured by the CASEBA? Methods. The Classroom Assessment for Support of Bilingual Emergent Acquisition (CASEBA) is a classroom quality assessment tool used to assess linguistically and culturally sensitive practices in preschool classrooms. Items are rated on a 7-point Likert scale, with higher scores indicating higher quality. All items are grouped into five subscales (i.e., Lead Teacher Home language support; assistant teacher home language support, English language support, responsive environment, and assessment), based on a previous factor analysis (Figueras-Daniel & Li, 2021). All observers are trained to reliability by the tool’s co-author and are required to be bilingual. OLS regression with district fixed effects to examine the impact of teacher demographic variables on DLL teaching practices in the subsequent analyses with the complete dataset. Sample. While the total sample will be finalized in the fall of 2024, half has been observed with preliminary analyses completed. Demographic information on all teachers and assistant teachers, curriculum, and other data were collected via interviews/surveys. Critical to the present study, 37% of lead preschool teachers and 55% of assistant teachers reported speaking a language other than English. However, only 41% of teachers reported receiving training on support for DLLs. For additional descriptives of teacher and classroom variables, see Table 1. Findings. Preliminary findings (see Table 2) suggest that Spanish is seldom used within the classrooms for instruction, as seen in the home language supports subscale (M = 1.18 from lead teachers and 2.28 from assistant teachers). Items within the English Language Supports subscale seek to assess the quality of language inputs, including grammar, syntax, use of sophisticated vocabulary words, and literacy practices such as reading aloud. The overall sample mean for this subscale (M = 3.78) indicates that measured practices were infrequently observed, even in English. Implications. Findings provide insights into the quality of language and literacy practices and how using an equity-focused tool sheds light on policy and practice related to diverse populations.

Paper #3
Profiles of Spanish Environments in Head Start: Patterns and Outcomes for Spanish-English Dual Language Learners
Author information	Role
Ji Young Choi, Ph.D., The Ohio State University, United States	Presenting author
Ye Shen, University of South Florida, USA	Non-presenting author
Yimei Xiong, The Ohio State University, USA	Non-presenting author
Abstract
Dual language learners (DLLs), or children aged 0-5 who are learning and developing two languages, comprise one-third of children in the United States. To support DLLs’ optimal development, empirical evidence has demonstrated the importance of creating early childhood education (ECE) classroom environments that value, reflect, and make accessible the home language and culture of DLLs (Fumero et al., 2024). This study aimed to (1) identify classroom profiles in Head Start based on practices and environments relevant to Spanish-English DLLs. We then (2) examined variations in DLLs’ developmental outcomes across these profiles over the school year and (3) explored the moderating role of DLLs’ English proficiency (Bilinguals vs. Emergent Bilinguals) in these associations. Data. We used data from the 2014-2017 Head Start Family and Child Experiences Survey (FACES), a nationally representative study of Head Start children and classrooms. For classroom profile, we included 368 classrooms. We then linked classroom profile to child outcomes with a child sample of 342 Spanish-English DLLs across 96 classrooms. Measure. Dual language learning status was identified by the Preschool Language Assessment Survey 2000 (preLAS; Duncan & DeAvila, 1998) with 20 items (Cronbach’s α = .93). Children with more than 12 errors were classified as Emergent Bilinguals, while those with fewer were categorized as Bilinguals. Classroom characteristics reported by lead teachers (LT) were as follows: The presence of Spanish-speaking peers (1= yes), LT use Spanish in/outside of the classrooms (1= yes), LT’s Spanish proficiency (1= well or better), instructions occur in Spanish (1= yes), LT read to children in Spanish (1= yes), LT speak to children in groups in Spanish (1= yes), language printed materials in Spanish (1= yes), and teacher training on DLL (1= yes). Children’s developmental skills included English receptive vocabulary (PPVT-4), Spanish receptive vocabulary (ROWPVT-4: SBE), conceptual expressive vocabulary (EOWPVT-4: SBE), math skills (WJ III, WM III, &ECLS-B), problem behaviors (PMS & BPI), social skills (PMS & SSRS), and approaches to learning (ECLS-K). Specific measures are described in Table 1. The Cronbach’s alpha ranged from .86 to .97. Latent Class Analyses and Multilevel linear models were employed using Mplus 8.8 with Full Information Maximum Likelihood for missing data. Results. Three classroom profiles were identified (Figure 1): (a) High home language support with a Spanish-speaking lead teacher (High HL, Spanish LT; 34.2%), (b) High home language support with a non-Spanish-speaking lead teacher (High HL, non-Spanish LT; 26.9%), and (c) Low home language support (Low HL; 38.9%). DLLs in High HL, Spanish LT classrooms presented higher teacher-reported social skills than those in Low HL classrooms. Moderation analysis (Figure 2) showed that Bilinguals in High HL, Spanish LT classrooms presented higher social skills and fewer behavioral problems than those in High HL, non-Spanish LT classrooms, and higher approaches to learning skills than those in Low HL classrooms. Implication. The findings emphasized the value of LTs sharing DLLs’ home languages in supporting children’s social-emotional skills and learning behaviors, as well as the need for culturally and linguistically diverse ECE environments to better reflect DLLs’ characteristics.

Paper #4
Academic Trajectories of Head Start Alumni: Comparing Monolinguals and Dual Language Learners
Author information	Role
Shinyoung Jeon, University of Missouri, United States	Presenting author
Elizabeth Frechette, WestEd, liz.frechette, USA	Non-presenting author
Diane Horm, University of Oklahoma, USA	Non-presenting author
Ji-Young Choi, The Ohio State University, USA	Non-presenting author
Lieny Jeon, University of Virginia, USA	Non-presenting author
Abstract
While the achievement gap between English monolinguals and dual language learners (DLLs) has been acknowledged (Espinosa, 2008; Hammer et al., 2014), few studies have explored how academic growth trajectories and their early predictors differ between these two groups. This study examined the reading and math growth trajectories of Head Start graduates from kindergarten to grade 3 (K–G3) and the factors predicting these trajectories, with a particular focus on child skillsets and classroom quality observed at Head Start. This analysis was conducted separately for English monolinguals and DLLs. We hypothesize that preschool children’s skills demonstrated while enrolled in Head Start (i.e., academic skills, executive function, and social-emotional skills) will predict better K–G3 academic trajectories, although associated predictors will differ for DLLs and English monolinguals. We also hypothesize that Head Start classroom quality will predict academic outcomes, particularly for DLLs. Methods. Data from children attending Head Start programs in a mid-southern city were integrated with their local public-school data from kindergarten to grade 3 (K–G3, Figure 1). Children included in this study (N = 1668) have child assessment data from Head Start, specifically academic skills (Bracken School Readiness Assessment; Panter & Bracken, 2009), executive functioning (Pencil Tap; Blair & Razza, 2007), and social-emotional behaviors (DECA; LeBuffe & Naglieri, 2012). They were also in Head Start classrooms with classroom quality data (CLASS-PreK; Pianta et al., 2008) and had reading and math assessments in their schools from K–G3 (Measure of Academic Progress [MAP]; Northwest Evaluation Association, 2011). Results. Findings (Table 1) showed that academic skills and executive functioning demonstrated in Head Start significantly predicted math and reading skills at G3 for both English monolinguals and DLLs. However, academic skills predicted faster reading growth for English Monolinguals only. For DLLs, EF predicted faster math growth, while social-emotional skills predicted slower reading growth. Significant classroom quality indicators in Head Start differed between DLLs and English monolinguals. For English monolinguals, higher instructional support during Head Start predicted faster math growth. For DLLs, higher emotional support predicted faster math growth, while higher classroom organization predicted slower math growth. Implication. This study highlights that while preschool academic skills and executive functioning predicted long-term academic achievement for both English monolinguals and DLLs among children who graduated from Head Start, executive function skills are more strongly associated with math growth for DLLs, while early academic skills are more closely tied to reading growth for English monolinguals. Furthermore, classroom quality during Head Start impacts outcomes differently: instructional support benefits monolinguals, while emotional support benefits DLLs. These results suggest that different early skillsets and preschool experiences matter more for academic achievement based on children’s DLL status, indicating the need for targeted interventions focusing on emotional support and executive function development for DLLs to maximize their academic potential (Zelazo & Carlson, 2012; Raikes & Yoshikawa, 2014).

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