Kazakh, Russian, and Uyghur child language literacy: The role of the updated curriculum on longitudinal growth trajectories in Kazakhstan
Courtney M.G.R. Rakhymbayeva Z. Shilibekova A. Ziyedenova D. Soltangazina S. Muratkyzy A. Goodman B. Olzhayeva A.
December 2022Elsevier Ltd
Studies in Educational Evaluation
2022#75
This investigation examines the effect of the Updated Content of Education (UCE) project on Kazakh, Russian, and Uyghur child literacy in Kazakhstan. Participants included 1,920 Kazakh, 1,528 Russian, and 143 Uyghur speaking Grade 1 students tracked longitudinally from 2015 to 2019 under both control and pilot curricula conditions. Based on Rasch modelling using a linked equating design, multi-level piece-wise growth modelling suggested that the UCE pilot had a positive effect on the between-school growth rate for the first year for both Kazakh (b = 1.49, p <.001) and Russian (b = 1.40, p <.001). For Uyghur, the UCE pilot had a significant positive effect (b = 0.40, p <.001) for the final two-year period. Overall, findings support the implementation of the updated curriculum for the advancement of child literacy suggesting that the UCE may also be implemented more broadly. Implications for other post-Soviet and Central Asian jurisdictions looking to simultaneously advance minority, indigenous, and regional child language literacy are offered.
Child literacy , Educational reforms , Equating , Kazakh , Multi-level linear growth modelling , Multi-lingualism , Rasch modelling , Russian , Updated curriculum , Uyghur
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Nazarbayev Graduate School of Education, Nazarbayev University, Nur-Sultan, Kazakhstan
Nazarbayev Intellectual Schools (NISs), Nur-Sultan, Kazakhstan
Nazarbayev Graduate School of Education
Nazarbayev Intellectual Schools (NISs)
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