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Welcome to the Precision Learning Center (PrecL Center)
The science-based Precision Learning Center (PrecL) is an innovative and cross-disciplinary center that started in 2017. Our central mission is to tackle issues associated with education and health disparity with a particular emphasis on underrepresented populations, through high quality services, training, advocacy and research programs. The ultimate goal is to provide the best educational and health outcomes for ALL children.
Precision Learning & Ed-Health is a data-driven approach to improving the science of learning, education and preventing poor health outcomes using cognitive, psychological, biomedical and environmental information from each child.
Precision Learning & Ed-Health is a data-driven approach to improving the science of learning, education and preventing poor health outcomes using cognitive, psychological, biomedical and environmental information from each child.
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Why PrecL?
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In the US, 9.2% of public school children are English learners (ELs), and EL enrollment has grown 50% over the past decade, outpacing non-EL enrollment. In California (CA), a quarter of the school-aged children in the public schools are ELs, and one third of all ELs in the US are in CA. ELs are twice as likely as non-ELs to live in poverty. They are also more likely to be misidentified than non-ELs for learning disabilities (LDs) such as reading disorders (RD, a.k.a. dyslexia), a very common, neurologically-based disorder identified in 5-10% of all children. These problems in ELs further contribute to EL inequality in English proficiency and educational attainment, leading to income and health disparity.
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Reducing education-related risks for poor health outcomes in ELs requires efforts to better understand the link between educational attainment and health disparity in this population, and early identification of learning challenges in ELs. For example, although there are good predictors of dyslexia in English monolinguals, extending these to ELs is complicated by variability in language experience, lack of English proficiency, variability in the native languages spoken by ELs (about 400 native languages are spoken by ELs in the US), and the lack of qualified practitioners and good psychoeducational measures (except Spanish, but Spanish ELs are only 70% of all ELs, so we still miss 30% of all ELs).
Facts such as these motivated us to establish the PrecL Center. |
