Kindergarten Readiness

Laura Koenig, MPAff

Director of School Readiness
E3 Alliance

© E3 Alliance, 2013
 Measuring School Readiness

• Developed by broad set of early childhood

education stakeholders, including teachers,
child care providers, advocates, and
researchers from the University of Texas at
Austin and Texas State University
• Helps teachers organize what they know about
individual students
• Leads to individualized teaching and instruction
© E3 Alliance, 2013 2
 Kindergarten Readiness Assessment
• Representative of the 2008 Texas Pre-K
Guidelines
• Aligned to Texas Essential Knowledge and Skills
• Developmentally appropriate and measurable
• Multidimensional
• Validated

© E3 Alliance, 2013
 Just Over Half of Central Texas Students
Are Ready to Succeed in School
Kindergarten Readiness, Central Texas 2010 to 2012

Not Ready
47% Ready
53%

© E3 Alliance, 2013 4
Source: E3 Analysis of Ready, Set, K! weighted data
 Students Were Below the 2015 Blueprint Objective on
2 of 4 Components of Ready Set K!
Kindergarteners
Percentage of

Central Texas Children Entering Kindergarten School Ready,

By Readiness Component, Fall 2012
100%

80%

60% 2015 Objective = 70%

64%

40% 76% 76%

64%
20%

0%
Children Entering Kindergarten in 2012

Emerging Literacy Language & Communication Mathematics Social Emotional

© E3 Alliance, 2013 5
Source: E3 Analysis of Ready, Set, K! weighted data
 Fewer Low Income Students Kindergarten Ready
Kindergarten Readiness, Central Texas, 2010 to 2012
100%
Percentage of Kindergartners

80%

60% 66%

40%
42%
20%

0%
Low Income Non-Low Income

© E3 Alliance, 2013 6
Source: E3 Analysis of Ready, Set, K! weighted data
 Students Who Attended Any Pre-K are Over 4x
More Likely To Be Ready
Likelihood of Kindergarten Readiness With Pre-K, 2010 to 2012

Overall Readiness

Social-Emotional

Language & Communication

Emerging Literacy

Mathematics

1X 2X 3X 4X 5X

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

© E3 Alliance, 2013 7
E3 Logistic regression odds ratios from Ready, Set, K! weighted data
 Any Pre-K Better Than No Pre-K
For Both Low and Non-Low Income Students
100% Kindergarten Readiness, 2010 to 2012
Percentage Kindergartners

80%

70%
60% 66%
54%
45% 48%
40%

20%
18%

0%
Low Income Non-low Income

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

© E3 Alliance, 2013 8
E3 Analysis of Ready, Set, K! weighted data
 Prekindergarten Early Start Grant 2009-2011

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 © E3 Alliance, 2013

 % o f D is t r ic t s P a r ti c ip a ti n g in S t u d y

Decrease of $7.93 Million to Region for Pre-K

Changes in District Pre-K Practices Between 2010 and 2012

100%

80% 82%
73%
60%

40%

27%
20%

0%
Reduced Pre-K Increased Student to Increased Class Size
Coordination Teacher Ratio

© E3 Alliance, 2013 10
Source: Region XIII and E3 Alliance Surveys 2010; 2012
Greater Pre-K Utilization in Districts with Full Day Pre-K
Percent of Eligible Children Enrolled in ISD Pre-K
by Amount of Instruction Provided
% of Eligible Children Enrolled in ISD Pre-K

100%

80%
81%
69%
60%

40%

20%

0%
Half day Pre-K Full day Pre-K
© E3 Alliance, 2013 11
Source: E3 analysis of PEIMS data from the UT Austin Education Research Center, Central Texas, 2011-12
 Pre-K enrollment dropped when District Changed

D is tr ic t P r e -K E n r o llm e n t
from Full to Half Day Pre-K; Overall Enrollment Flat

Overall and Pre-K Enrollment for CTX District, 2000 - 2013

450
O v e r a ll D is tr ic t E n r o llm e n t

10000 400

350
8000
300

6000 250
200
4000
150
100
2000
50
0 0
2001 2003 2005 2007 2009 2011 2013

Overall Enrollment Pre-K enrollment

© E Alliance, 2013 12
3

Source: E3 analysis of PEIMS data from the UT Austin Education Research Center and AEIS reports
 Greatest Language Readiness with Full Day Pre-
L a n g u a g e a n d C o m m u n ic a ti o n
% R e a d in e s s o n R e a d y , S e t, K !

K and Low Student-Teacher Ratio

100% Readiness in Language and Communication

by Amount of Instruction and Student-Teacher Ratio

80%
*
72%
60% 61%
57% 58% 15 or fewer students
per teacher
40%
More than 15 students
per teacher

20%

0%
Half Day Pre-K Full Day Pre-K
* Greater readiness than the other groups, p < .001 © E3 Alliance, 2013 13
Source: E3 analysis of Central Texas Ready, Set, K! data from 2010-11 to 2012-13, Students Eligible for Pre-K
 Thank You

www.e3alliance.org

© E3 Alliance, 2013