Final Report: Implementation and Pilot Study
9
PKOMW Classrooms (n = 21)
Comparison Classrooms (n = 12)
Overall Sample (n = 33)
$65,001 or more
57.10%
16.70%
43.80%
Parent Highest Education**
8th grade or less
0
8.30%
3.10%
9th grade- 12th grade no diploma
4.80%
16.70%
9.40%
High school graduate or GED
19.00%
41.70%
25.00%
Some college but no degree
19.00%
16.70%
18.80%
Associates degree (AA or AS)
4.80%
8.30%
6.30%
Bachelor’s degree (BA, BS, or AB)
14.30%
8.30%
12.50%
Graduate or professional degree
0
33.30%
21.90%
M
SD
M
SD
M
SD
Age
57.62
4.02
54.83
7.64
56.25
5.73
Average number of students enrolled in class
17.10
6.56
23.67**
0.49
19.48
1.06
Note. Demographic information is missing for one child. The overall sample contained 18 DLL children. † marginally higher, p <.10
*significant difference, p < .05 **significant difference p < .01 ***significant difference, p < .001
Method
Measures
For the pilot study, the NORC team used multiple measures to assess differences between students in the PKOMW classrooms and those in the comparison group. We were interested in measures of language proficiency, expressive and receptive vocabulary, literacy, math, executive functioning, and social emotional skills. Strong early skills in these areas have been associated with long-term academic success (Bleses et al., 2016; Duncan et al., 2007; Quirk et al., 2017). Below we describe the measures that we used (Table 2). In addition to identifying differences, if any, between the two groups we also sought to test our procedures and the use of the assessments in preparation for the impact study.
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