iLEAP Achievement Percentage of Students at Basic and Above

Children in 2002-2003 LA 4 / Starting Points performed at higher levels on iLEAP in all areas when compared to children who had no public prekindergarten or those statewide.

LA 4 Kindergarten Retention Rates (Cohorts 1, 2, and 3) for Students Receiving Free and Reduced Lunch (FRL)

n = 8,784 n = 2,886 n = 8,759 n = 3,132 n = 12,111 n = 3,126 *Z = 5.15, P

Annual Retention Rates in Kindergarten, First and Second Grades (Cohort 1) Children Enrollment in Free and Reduced Lunch (FRL)

n = 8,784 n = 2,886 n = 6,452 n = 2,277 n = 5,712 n = 1,956 * Z= 5.15, P

Percentage of FRL Children Placed in Special Education in Kindergarten Year

n =12,992 n = 3,204 n = 6,950 n = 572 * Z = 8.79, P

Percentage of FRL Children Placed in Special Education in First Grade Year

n =12,111 n = 3,126 n = 6,415 n = 558 * Z = 10.60, P

* RECAP includes the performance of 3 and 4-year old children using the ECERS-R assessment in 156 classrooms (not a universal Prekindergarten program).

LA 4 performance exceeds the quality benchmarks year after year and consistently scores above other states.

Chart2

5.5LA 4 2006-2007

5.9LA 4 2005-2006

6.3LA 4 2004-2005

5.4Starting Points 2004-2005

6LA 4 2003-2004

5.4Starting Points 2003-2004

5.7LA 4 2002-2003

Abbott PreK 20064.8

North Carolina More at Four 2005-20064.4

Rochester PreK (RECAP) 2005-2006*6

CA, GA, IL, KY, NY, OH, MA, NJ, TX, WA, WI 20043.8

Head Start 20024.8

LA

Other States

Range of ECERS-R Scores

Comparison of ECERS-R Scores for LA 4 and Starting Points Programs with Quality Ratings from Other U.S. Early Care and Child Studies

Sheet1

LAOther States

LA 4 2006-20075.5

LA 4 2005-20065.9

LA 4 2004-20056.3

Starting Points 2004-20055.4

LA 4 2003-20046

Starting Points 2003-20045.4

LA 4 2002-20035.7

Abbott PreK 20064.8

North Carolina More at Four 2005-20064.4

Rochester PreK (RECAP) 2005-2006*6

CA, GA, IL, KY, NY, OH, MA, NJ, TX, WA, WI 20043.8

Head Start 20024.8

Sheet2

Sheet3

ECERS-R assessments are conducted in a sample of LA 4 and Starting Points classrooms.Results show that Louisiana prekindergarten classrooms are rated good to excellent and are higher than average ratings of prekindergarten classrooms in other states.

*National Percentile Rank is determined by the conversion of the mean number of correct responses.

The Developing Skills Checklist is given to students participating in LA 4 as a pretest and a posttest. Student scores over the three years of the program have improved and continue to show significant improvement from pretest to posttest. Posttest scores in language and print are above the national average and math scores are close to the national average.The National Percentile Rank for the two full years of the program were identical in all three areas.

Developing Skills Checklist (DSC) National Percentile Rank for LA 4 Children Statewide in Language, Print, and Math Across Program Years

The Developing Skills Checklist is given to students participating in LA 4 as a pre-test and a post-test. Student scores over the three years of the program have improved and continue to show significant improvement from pre-test to post-test. Post-test scores in language and print are above the national average and math scores are close to the national average.The National Percentile Rank for the two full years of the program were identical in all three areas.

Benefits of LA 4 by Race: Closing the Gap

Comparing Reading First and LA 4 + Reading First

Children who participate in both LA 4 and Reading First perform at higher levels than students who only participate in only one of theprograms or neither. Students who participated in at least one perform better than students who have participated in neither.

Data limited to the following LEAs that participate in both programs:City of Bogalusa, Desoto, East Baton Rouge, Jefferson, Tangipahoa, Vermilion, Washington

Sources: LA Department of Education Student Information System (October 1, 2006), DIBELS Data System - Louisiana Data (2006-07)

Percentage of students on benchmark as measured by Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency.

*