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Expanding PreK Access | Reducing InequityA policy consideration for scholarships serving targeted, ineligible PreK students
June 2019
1Draft—for discussion only
Agenda
Making the case | what the data show
Policy proposal (scholarships) | expanding free PreK for targeted populations of ineligible
students
Scholarship criteria
2Draft—for discussion only
Reducing Inequity | Free PreK for Certain Ineligible Students Summary Rationale
…there is a persistent opportunity gap for certain students (e.g., African American)
…the opportunity gap exists across grade levels and content areas
…African American students are more likely to leave Dallas ISD
…charter expansion has predominately captured African American students
…not all families that could benefit from free PreK qualify for free PreK
We also know that…
Students who attend Dallas ISD PreK achieve at higher levels than those who do not
Based on multiple data points, we know that…
Therefore, we propose that the district be allowed to set scholarship criteria for certain
ineligible students that provides access to PreK, free of charge, regardless of whether they
meet the state’s eligibility criteria.
3Draft—for discussion only
Persistent achievement gap exists between African American and other student groups in Dallas
10 11
2125
2022
25
3135
4243
4946
55
61
0
10
20
30
40
50
60
70
80
14
’13
3rd grade STAAR reading % meets
’12 ’14
57
16
’15 ’16 ’17
Black Hispanic White
Source: Dallas ISD 3rd grade STAAR Reading % Meets grade level standard, Nation's Report Card 2015 data
259
240228
202
238
200
0
20
40
60
80
100
120
140
160
180
200
220
240
260
4th Grade Reading
Score
4th Grade Math
White African American Hispanic
Third grade reading achievement gap between
black and white students is substantial (36
ppts) and growing
NAEP shows African American score gaps on
4th grade Math and Reading assessments,
though less pronounced vs. Hispanic scores
4Draft—for discussion only
Though students attending PreK see no opportunity gap during PreK year…
Note: Student sample sizes for white students are very small. BOY – beginning-of-year. EOY – end-of-year
Source: 2015-16 to 2017-18 CIRCLE BOY Phonological Awareness results; Early Learning student data 2015-16 to
2017-18
African-American students tend to start
PreK similarly on-track or ahead… …and finish PreK similarly on track
84 8488 8584 85
20
40
60
80
100
% on track EOY CIRCLE Phonological Awareness
16-17 17-18
African-American Hispanic White
77 7374 7176
70
20
40
60
80
100
16-17
% on track BOY CIRCLE Phonological Awareness
17-18
5Draft—for discussion only
…Opportunity gap returns in Kinder, shown on TX KEA and ISIP
Note: On-track is the KEA equivalent of K-ready. Literacy-Reading composite used to determine K-readiness
Source: 2018 TX-KEA results; 2015-16 to 2017-18 ISIP BOY results; Early Learning student data 2015-16 to 2017-18
65
20
0
60
10
30
40
50
70
80
Hispanic
% on-track
WhiteAfrican American
72 75
+7 +11
N assessed 2,071 6,343 734
35
4136
39
56 5753 53
67
74
67 67
40
80
10
0
60
20
30
50
70
'15 '18
% tier 1
'16 '17
KEA | Hispanic students narrow gap
significantly with white students; black
students have larger gap
ISIP | Hispanic-African American gap
exists on ISIP, though it narrowed some
last year
African-American Hispanic White
N assessed 10,374 10,012 9,885 9,146
6Draft—for discussion only
Dallas ISD PreK has closed the gap in teacher quality and experience for African Americans
59.163.4
65.867.8
65.6 67.4
62.3
69.264.9
0
10
20
30
40
50
60
70
80
White
% experienced teachers
African American Hispanic
+9+2 +2
2016-17 2018-192017-18
29.132.6 32.8
54.258.2
52.3
0
10
20
30
40
50
60
70
80
% high-quality classrooms
WhiteAfrican American Hispanic
+25+26
+20
N 1,155 1,363 2,702 2,980 175 155
Note: Teacher data for 2018-19 is preliminary. Excludes students without teacher ID in PEIMS Teachers file (e.g., permanent subs). New-to-grade teacher defined as a
teacher who has not taught the given grade in Dallas ISD over the 2014-18 range covered by the data. Experienced teachers have at 1 or more years teaching that grade in
and 1 or more years at that school Dallas ISD. Teacher grade level determined by matching by teacher ID with student files. Excludes teachers without matching teacher ID
in student data file. HQ thresholds are determined based on CLASS: 5 or larger for Emotional Support & Classroom Organization and 3.25 or greater for Instructional
Support.
Source: 2016-18 CLASS results; Early Learning student data 2014-18, Dallas ISD teacher data 2014-18
Proportion of students with a PK teacher
meeting all 3 HQ thresholds in the Fall semester
Proportion of students with a PK teacher that is
neither new-to-grade nor new-to-school
7Draft—for discussion only
Dallas ISD PreK provides meaningful impact to African American students
Source: Early Learning student data 2015-16 to 2017-18
2015-16 2016-17 2017-18 2018-19
Kin
de
rga
rte
n
4621
+25 ppt
4927
+22 ppt
4225
+17 ppt
4427
+17 ppt
No Dallas ISD PreK Attended Dallas ISD PreK
3rd
Gra
de
S
TA
AR
2617
+9 ppt
2616
+10 ppt
20 26
+5 ppt
% Tier 1 - ISIP
% Meets - Reading
8Draft—for discussion only
Agenda
Making the case | what the data show
Policy proposal (scholarships) | expanding free PreK for targeted populations of ineligible
students
Scholarship criteria
9Draft—for discussion only
Recall | Current Eligibility Criteria
Who’s Included | Criteria for Free PreK Who’s Ineligible for Free PreK
1. Low income (e.g., Medicaid eligible)
2. English Language Learner
3. Military families
4. Experiencing homelessness
5. Foster care (now or previously)
6. Star of Texas Award
X Over Income (from $1 over to millions)
Have to consider …
• The opportunity gap
• Language proficiency more globally
• Income constraints
10Draft—for discussion only
Policy Proposal | “Scholarship” | EHBG (LOCAL)
Plan
…review data trends to establish criteria for enrolling ineligible students
…determine if financial resources allow for “scholarships” for certain ineligible students
Implement
…update the Board of Trustees on any changes to the criteria
…market opportunity to enroll in PreK
…enroll scholarship students in free PreK based on annually determined criteria
…annually track and report comparative outcomes for scholarship students
On an annual basis, the district will:
“As financial resources allow, the District may expand prekindergarten to three-year-old and four-year-old
noneligible students. Priority to noneligible students will be given based on historical and current
academic needs as identified in District performance data.”
11Draft—for discussion only
Agenda
Making the case | what the data show
Policy proposal (scholarships) | expanding free PreK for targeted populations of ineligible
students
Scholarship criteria
12Draft—for discussion only
Criteria | Scholarship
1. Opportunity Gap | A member of the lowest performing subgroup on 3rd grade STAAR
2. Language Opt-in | A student with limited English proficiency, regardless of native
language
Allow parents to opt-in to language proficiency testing that might otherwise not be tested.
Any student not meeting standard would then qualify for PreK as an English Language
Learner
3. Income | A student whose family income is above the PreK eligibility limit and less than
or equal to 300% of the federal poverty level
A student meeting any of the criteria below would receive a scholarship for PreK:
Household
Size
Current Limit
(185% of poverty)
Proposed Limit
(300% of poverty)
3 $39,461 $63,991
4 $47,638 $77,251
5 $55,815 $90,511
Scholarships can be used at both
campus and partner locations
Example | a single parent with
three children would now get free
PreK
13Draft—for discussion only
Who will benefit from the policy change?
Note: The assumption is based on the Opportunity Gap criterion that the 1st and 2nd grade cohorts approximate how
many ineligible African American students there are, and would therefore likely take advantage of free PreK.
Many benefits to opening PreK up for
targeted students
Estimate ~200 students could benefit
now, spread across district
Student achievement increases
More diverse classrooms
More opportunities for families to
choose Dallas ISD
Increase likelihood of students
staying with Dallas ISD
Taking a huge step towards equity
implementation
14Draft—for discussion only
Appendix
15Draft—for discussion only
Estimated Opportunity Gap Scholarship
District Trustee PreK3 Cohort PreK4 Cohort
1 Flores 42 50
2 Marshall 7 11
3 Micciche 24 16
4 12 17
5 Johnson 29 33
6 Foreman 22 32
7 Mackey 6 6
8 Solis 16 26
9 Henry 21 14
TOTAL 179 205
Note: The assumption is based on the Opportunity Gap criterion that the 1st and 2nd grade cohorts approximate how
many ineligible African American students there are, and would therefore likely take advantage of free PreK.
