E3 Alliance Food for Thought: Kindergarten Readiness March 2013

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For the past two years, E3 Alliance has completed the most comprehensive, multi-domain regional study of Kindergarten Readiness in the state of Texas. This study allows our region to identify student school readiness across multiple competencies in both academic and social-emotional development, as well as determine the demographic and experiential factors most correlated with readiness.

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E3 Alliance Food for Thought: Kindergarten Readiness March 2013

  1. 1. FOOD FOR THOUGHTASSESSING KINDERGARTEN READINESS  IN CENTRAL TEXAS Laura Koenig, MPAff Amy Wiseman, Ph.D. © E3 Alliance, 2013
  2. 2. E3 Alliance is a Catalyst For Educational Change in Central Texas Vision The Central Texas education system will be strong and aligned, enabling each student to succeed from “cradle to career,” thereby ensuring regional economic prosperity Mission E3 Alliance uses objective data and focused community collaboration to align our education systems so all students succeed and lead Central Texas to economic prosperity E3 Alliance serves as the Central Texas regional P-16 Council © E3 Alliance, 2013
  3. 3. E3 Alliance Cradle-to-Career Continuum Goal One: Goal Two: Goal Three:All children enter Kindergarten Eliminate achievement gaps while All students graduate college & school ready improving overall student career ready & prepared for a performance lifetime of learning Early Pre-K & Elementary Middle High School Higher Career & Life Childhood Kindergarten Grades Grades Grades Education Central Texas’ strategic plan to build the strongest educational pipeline in the country Goal Four: As a community, Central Texas prepares children to succeed © E3 Alliance, 2013
  4. 4. © E3 Alliance, 2013 4
  5. 5. How do you defineKINDERGARTEN READINESS? © E3 Alliance, 2013 5
  6. 6. Kindergarten Readiness © E3 Alliance, 2013
  7. 7. Kindergarten Readiness Assessment• Representative of the 2008 Texas Pre‐K  Guidelines• Developmentally appropriate and measurable• Aligned to Texas Essential Knowledge and Skills• Multidimensional• Validated © E3 Alliance, 2013
  8. 8. A different perspectiveWHAT DO TEACHERS THINK ABOUT READY, SET, K! ? © E3 Alliance, 2013 8
  9. 9. Easy to Use and Understand Was Guide and assessment easy to use and understand? 100%Teacher Responses 80% 60% 56% 40% 44% 20% 0 0 0% Strongly Disagree Agree Strongly Agree Disagree Survey of 2012 Kindergarten Teachers using Ready, Set, K! © E3 Alliance, 2013 9
  10. 10. Assessment is Realistic and Helps  Teachers Know Students Is the Assessment Realistic and Helps Teacher Know Students 100% 80%Teacher Responses 60% 58% 40% 42% 20% 0 0 0% Strongly Disagree Disagree Agree Strongly Agree Survey of 2012 Kindergarten Teachers using Ready, Set, K! © E3 Alliance, 2013 10
  11. 11. Teachers Consistently Put Training into  Practice Do teachers practice new knowledge and skill learned in training? 100%Teacher Responses 80% 60% 58% 40% 20% 25% 11% 0% 7% Never Occasionally Frequently Consistently Survey of 2012 Kindergarten Teachers using Ready, Set, K! © E3 Alliance, 2013 11
  12. 12. Teachers Report Time and Effort for  Assessment How much additional time and effort does the assessment and  response to intervention take?  100% 80%Teacher Responses 60% 40% 45% 20% 30% 17% 0% 9% a lot of additional some additional very little no additional work work work additional work Survey of 2012 Kindergarten Teachers using Ready, Set, K! © E3 Alliance, 2013 12
  13. 13. Majority of Teachers Report it Very  Beneficial to Teaching How beneficial to teaching and instruction was the assessment?  100% 80%Teacher Responses 60% 55% 40% 36% 20% 3% 0% 7% Not helpful Not very helpful Somewhat Very Beneficial Beneficial Survey of 2012 Kindergarten Teachers using Ready, Set, K! © E3 Alliance, 2013 13
  14. 14. What Teachers Say… “It allows me to decided how to proceed with  the instruction of my students.”“It gave me a clear picture of the level and abilities that my students should have when they enter kindergarten.” “Its a great reference when you  are stumped over a student.” “It was nice to see Pre K standards to help  analyze more of Kindergarten standards.” “Tell lawmakers that Pre K  is important.” Survey of 2012 Kindergarten Teachers using Ready, Set, K! © E3 Alliance, 2013 14
  15. 15. THE DEMOGRAPHICS OF READINESS © E3 Alliance, 2013 15
  16. 16. Assessing Kindergarten Readiness• Three years of data collection (2010‐12)• 11 Central Texas School Districts, 41 schools• 2820 Kindergarten students 2% Asian 12% Black 60% Hispanic 25% White• 68% Low Income• 39% English Language Learner• Data weighted to represent region Ready, Set, K! participants 2010-2012 © E3 Alliance, 2013 16
  17. 17. Almost Half of Central Texas Students  Not Ready for Kindergarten Kindergarten Readiness, Central Texas 2010-2012 Not Ready Ready 47% 53%E3 Analysis of Ready, Set, K! weighted data © E3 Alliance, 2013 17
  18. 18. Fewer Low Income Students Kinder Ready Kindergarten Readiness, Central Texas, 2010-2012 100%Percentage of Kindergartners 80% 60% 66% 40% 42% 20% 0% Low Income Non-Low Income E3 Analysis of Ready, Set, K! weighted data © E3 Alliance, 2013 18
  19. 19. Dramatic Increase in Child Poverty 120% Child Poverty Growth Rate 107% 100%% of Poverty Growth 80% 60% 40% 40% 29% 20% 0% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 -20% United States Texas Central Texas Kids Count Data Center, Central Texas: Bastrop, Blanco, Caldwell, Gillespie, Hays, Travis and Williamson Counties © E3 Alliance, 2013 19
  20. 20. More Asian and White Students Ready Kindergarten Readiness, Central Texas, 2010-2012 100%Percentage of Kindergartners 80% 60% 68% 64% 40% 44% 40% 20% 0% Asian Black Hispanic White E3 Analysis of Ready, Set, K! weighted data © E3 Alliance, 2013 20
  21. 21. More Girls Ready for Kindergarten Kindergarten Readiness, Central Texas, 2010-2012 100%Percentage Kindergartners 80% 60% 60% 40% 43% 20% 0% Boys Girls E3 Analysis of Ready, Set, K! weighted data © E3 Alliance, 2013 21
  22. 22. RELATIONSHIP OF PRE‐K AND KINDERGARTEN READINESS © E3 Alliance, 2013 22
  23. 23. Students Who Attended Any Pre‐K are > 4X More Likely To Be Ready Likelihood of Kindergarten Readiness With Pre-K, 2010-2012 Overall Readiness Social-EmotionalLanguage & Communication Emerging Literacy Mathematics 1X 2X 3X 4X 5X Times Student More Likely Ready if Attended Pre-K vs. No Pre-K E3 Logistic regression odds ratios from Ready, Set, K! weighted data © E3 Alliance, 2013 23
  24. 24. Any Pre‐K better than no Pre‐KFor Both Low and Non‐Low Income Students 100% Kindergarten Readiness, 2010-12Percentage Kindergartners 80% 70% 60% 66% 54% 40% 45% 48% 20% 18% 0% Low Income Non-low Income Home or with Relative ISD Pre-K Child Care Center Pre-K E3 Analysis of Ready, Set, K! weighted data © E3 Alliance, 2013 24
  25. 25. PRE‐K UTILIZATION BY ELIGIBLE CHILDREN © E3 Alliance, 2013 25
  26. 26. 76% of Eligible Children Attend ISD Pre‐K Pre-K Enrollment, Central Texas, 2010-2011Percent of Pre-K Eligible Children 100% 12% 24% 80% 60% 40% 76% 79% 20% 0% Regional Data Weighted Sample ISD Pre-K Child Care Center Pre-K Head Start Home or w/ Relative Regional data from Education Research Center, University of Texas Austin © 3 Sample from E3 analysis of Ready, Set, K! weighted data E Alliance, 2013 26
  27. 27. Hispanic Students Enrolled in ISD Pre‐K in  Highest Proportion Pre-K Enrollment, Central Texas, 2010-2011 100% 10% 11%Percent of Pre-K Eligible 21% 80% Children 60% 40% 83% 75% 63% 20% 0% Black Hispanic White ISD Pre-K Child Care Center Head Start Home or with Relative E3 Analysis of Ready, Set, K! weighted data © E3 Alliance, 2013 27
  28. 28. Most Children Not in Pre‐K are Hispanic Children not attending any Pre-K, Central Texas, 2010-11 Black White 11% 18%Asian+Other 8% Hispanic 63%E3 Analysis of Ready, Set, K! weighted data © E3 Alliance, 2013 28
  29. 29. Return on Investment $30 MillionSource: Taylor et al. (2006) Bush School of Government and Public Service  Texas A&M University © E3 Alliance, 2013 29Based on 2011‐2012 E3 Analysis of ERC and K‐Readiness Data
  30. 30. How hasPRE‐K CHANGED?  © E3 Alliance, 2013 30
  31. 31. Prekindergarten Early Start Grant 2009‐2011To prepare students to enter kindergarten on or above grade level by: – Outreach to eligible prekindergarten students – Providing quality prekindergarten services  • high quality, developmentally appropriate and rigorous  curriculum • continuous student progress monitoring • professional development for teachers – Creating and implementing  a School Readiness  Integration Partnership TEA – Prekindergarten Early Start Grant © E3 Alliance, 2013 31
  32. 32. Decrease of $7.93 Million to Region  Changes from 2010 to 2012 in District Pre‐K Practices% of Districts Participating in Study 100% 80% 82% 73% 60% 40% 20% 27% 0% Reduced Pre‐K Increased Student to Increased Class Size Coordination Teacher Ratio Region XIII and E3 Alliance Surveys 2010; 2012 © E3 Alliance, 2013 32
  33. 33. Model for Promoting School Readiness  Low Intensity Resources High IntensityAGES Prenatal Parenting Preventative Health Home Visiting Services Education and Services 0 Support Peer to Peer Parent Early Head Start Research based, Connection two generation Parenting education Case Management Resources and Support High-quality early Educational Media care and education Head Start Enrichment Series Based Adult Education Activities Parent Education and Career Classes with Training Books in home evidence base High Quality Pre-K Education5 Modified from Success By 6, UWGA, Austin Early Childhood Services Pipeline Model © E3 Alliance, 2013 33
  34. 34. Improving Readiness• Enroll the remaining 12% of eligible children  who currently do not attend Pre‐K, into Pre‐K  programs• Improve quality of Pre‐K programs to  maximize impact on child readiness• Invest in researched based programs for  children and families prior to Pre‐K enrollment• Gather data on child outcomes to help  determine best investment strategies © E3 Alliance, 2013 34
  35. 35. SAVE THE DATE!  Upcoming Food For Thought:  Bright Spots Study for  English Language Learners … an interactive discussion Tuesday April 30th 8:00‐10:00am  ACC’s Eastview Campus Auditorium www.e3alliance.org © E3 Alliance, 2013
  36. 36. The conclusions of this research do not necessarily reflect the opinions or official position of the Texas Education Agency, the Texas Higher Education Coordinating Board, or the State of Texas. www.e3alliance.org © E3 Alliance, 2013

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