The problem being addressed by this study is the lack of Latino parental knowledge of prekindergarten resources available to students in Central Ohio that will help the students be prepared for kindergarten. In Ohio, 1/3 of students start kindergarten underprepared (Fischbein et al., 2016). The inability to speak English at the appropriate grade level can impact Latino students’ achievement gap (Cervantes, 2013). The achievement gap is noticed right away and continues into and past the third grade, in part due to their parents’ inability to speak English, and in part because of the students' lack of access to prekindergarten educational programming (Barnett & Daniel, 2013). Additionally, due to a lack of access, Latino students are less likely to attend prekindergarten programs which hinders the students' ability to acquire the English skills needed to succeed in school (Barret & Daniel, 2013).

Authors:
Guadalupe Bright, Texas Tech University, United States
Alexander Wiseman, Texas Tech University, United States

About the Presenter(s)
Guadalupe Bright obtained her undergraduate degree from The Ohio State University. Her work focuses on ELL/immigrant/refugee educational policies. She is currently a doctoral student at Texas Tech University in Education Policy and Leadership.

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