E3 Alliance Food for Thought: Kindergarten Readiness March 2013

© E3 Alliance, 2013

FOOD FOR THOUGHTASSESSING KINDERGARTEN READINESS

IN CENTRAL TEXAS

Laura Koenig, MPAffAmy Wiseman, Ph.D.


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

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

Vision

E Alliance is a Catalyst For Educational Change in Central Texas

E3 Alliance serves as the Central Texas regional P-16 Council

3


Elementary Grades

Pre-K & Kindergarten

Early Childhood

Middle Grades

High School Grades

Higher Education Career & Life

Goal One: All children enter Kindergarten

school ready

Goal Two: Eliminate achievement gaps while

improving overall student performance

Goal Three: All students graduate college & career ready & prepared for a

lifetime of learning

Goal Four: As a community, Central Texas prepares children to succeed

Central Texas’ strategic plan to build the strongest educational pipeline in the country

E3 Alliance Cradle-to-Career Continuum


KINDERGARTEN READINESS?How do you define

5


Kindergarten Readiness


Kindergarten Readiness Assessment

• Representative of the 2008 Texas Pre‐K Guidelines

• Developmentally appropriate and measurable• Aligned to Texas Essential Knowledge and Skills• Multidimensional• Validated


WHAT DO TEACHERS THINK ABOUT READY, SET, K! ?

A different perspective

8


Easy to Use and Understand

9Survey of 2012 Kindergarten Teachers using Ready, Set, K!

0 0

56%44%

0%

20%

40%

60%

80%

100%

StronglyDisagree

Disagree Agree Strongly Agree

Teac

her R

espo

nses

Was Guide and assessment easy to use and understand?


Assessment is Realistic and Helps Teachers Know Students


0 0

58%

42%

0%

20%

40%

60%

80%

100%

Strongly Disagree Disagree Agree Strongly Agree

Teache

r Respo

nses

Is the Assessment Realistic and Helps Teacher Know Students


Teachers Consistently Put Training into Practice


7% 11%25%

58%

0%

20%

40%

60%

80%

100%

Never Occasionally Frequently Consistently

Teac

her R

espo

nses

Do teachers practice new knowledge and skill learned in training?


Teachers Report Time and Effort for Assessment


9%

45%

30%17%

0%

20%

40%

60%

80%

100%

a lot of additionalwork

some additionalwork

very littleadditional work

no additional work

Teache

r Respo

nses

How much additional time and effort does the assessment and response to intervention take?


Majority of Teachers Report it Very Beneficial to Teaching


7% 3%

36%

55%

0%

20%

40%

60%

80%

100%

Not helpful Not very helpful SomewhatBeneficial

Very Beneficial

Teache

r Respo

nses

How beneficial to teaching and instruction was the assessment?


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.” “It's 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.”


THE DEMOGRAPHICS OF READINESS

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Assessing Kindergarten Readiness• Three years of data collection (2010‐12)• 11 Central Texas School Districts, 41 schools• 2820 Kindergarten students

2% Asian12% Black60% Hispanic25% White

• 68% Low Income• 39% English Language Learner• Data weighted to represent region

16Ready, Set, K! participants 2010-2012


Almost Half of Central Texas Students Not Ready for Kindergarten

Ready53%

Not Ready47%

Kindergarten Readiness, Central Texas 2010-2012

17E3 Analysis of Ready, Set, K! weighted data


Fewer Low Income Students Kinder Ready

42%

66%

0%

20%

40%

60%

80%

100%

Low Income Non-Low Income

Perc

enta

ge o

f Kin

derg

artn

ers

Kindergarten Readiness, Central Texas, 2010-2012



Dramatic Increase in Child Poverty

19

29%40%

107%

-20%

0%

20%

40%

60%

80%

100%

120%

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

% o

f Pov

erty

Gro

wth

Child Poverty Growth Rate

United States Texas Central Texas

Kids Count Data Center, Central Texas: Bastrop, Blanco, Caldwell, Gillespie, Hays, Travis and Williamson Counties


More Asian and White Students Ready

68%

40% 44%

64%

0%

20%

40%

60%

80%

100%

Asian Black Hispanic White

Perc

enta

ge o

f Kin

derg

artn

ers




More Girls Ready for Kindergarten

43%

60%

0%

20%

40%

60%

80%

100%

Boys Girls

Perc

enta

ge K

inde

rgar

tner

s




RELATIONSHIP OF PRE‐K AND KINDERGARTEN READINESS

22


Students Who Attended Any Pre‐K are> 4X More Likely To Be Ready

1X 2X 3X 4X 5X

Mathematics

Emerging Literacy

Language & Communication

Social-Emotional

Overall Readiness

Times Student More Likely Ready if Attended Pre-K vs. No Pre-K

Likelihood of Kindergarten Readiness With Pre-K, 2010-2012

23E3 Logistic regression odds ratios from Ready, Set, K! weighted data


Any Pre‐K better than no Pre‐KFor Both Low and Non‐Low Income Students

24

18%

54%45%

66%

48%

70%

0%

20%

40%

60%

80%

100%

Low Income Non-low Income

Perc

enta

ge K

inde

rgar

tner

s

Kindergarten Readiness, 2010-12

Home or with Relative ISD Pre-K Child Care Center Pre-K

E3 Analysis of Ready, Set, K! weighted data


PRE‐K UTILIZATION BY ELIGIBLE CHILDREN

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76% of Eligible Children Attend ISD Pre‐K

76% 79%

24%12%

0%

20%

40%

60%

80%

100%

Regional Data Weighted SamplePerc

ent o

f Pre

-K E

ligib

le C

hild

ren

Pre-K Enrollment, Central Texas, 2010-2011

ISD Pre-K Child Care Center Pre-KHead Start Home or w/ Relative

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Regional data from Education Research Center, University of Texas AustinSample from E3 analysis of Ready, Set, K! weighted data


Hispanic Students Enrolled in ISD Pre‐K in Highest Proportion

75% 83%63%

10% 11% 21%

0%

20%

40%

60%

80%

100%

Black Hispanic White

Perc

ent o

f Pre

-K E

ligib

le

Chi

ldre

n

Pre-K Enrollment, Central Texas, 2010-2011

ISD Pre-K Child Care Center Head Start Home or with Relative



Most Children Not in Pre‐K are Hispanic

Black11%

Hispanic63%

Asian+Other8%

White18%

Children not attending any Pre-K, Central Texas, 2010-11



Return on Investment

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Source: Taylor et al. (2006) Bush School of Government and Public Service Texas A&M UniversityBased on 2011‐2012 E3 Analysis of ERC and K‐Readiness Data

$30Million


PRE‐K CHANGED? How has

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Prekindergarten Early Start Grant 2009‐2011

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To 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


Decrease of $7.93 Million to Region

32Region XIII and E3 Alliance Surveys 2010; 2012

27%

73%82%

0%

20%

40%

60%

80%

100%

Reduced Pre‐KCoordination

Increased Student toTeacher Ratio

Increased Class Size

% of D

istricts Participating in Study

Changes from 2010 to 2012 in District Pre‐K Practices


Model for Promoting School Readiness

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Low Intensity High Intensity

Preventative Health Services

Peer to Peer Parent Connection

Prenatal Parenting Education and

Support

Home Visiting Services

Books in home

Enrichment Activities

Research based, two generation

education

High-quality early care and education

Series Based Parent Education

Classes with evidence base

Early Head Start

Head Start

Case Management and Support

High Quality Pre-K Education

Parenting Resources

Educational Media

Adult Education and Career

Training

AGES

0

5

Resources

Modified from Success By 6, UWGA, Austin Early Childhood Services Pipeline Model


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

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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


www.e3alliance.org

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.

E3 Alliance Food for Thought: Kindergarten Readiness March 2013

Education

Transcript of E3 Alliance Food for Thought: Kindergarten Readiness March 2013