School Readiness - E3 Alliancee3alliance.org/wp-content/uploads/2015/04/School-Readiness.pdf · School Readiness 1 2015 CENTRAL TEXAS EDUCATION PROFILE ... Teacher Ratio Increased

© 2015 E3 Alliance

School Readiness

1

2015 CENTRAL TEXAS EDUCATION PROFILE

Made possible through the investment of:

© 2015 E3 Alliance

61%

33%

49%

57%

70%

0%

20%

40%

60%

80%

100%

Bastrop Caldwell Hays Travis Williamson

% o

f C

hild

Po

pu

lati

on

un

der

5 Y

ears

4,928 2,617 10,617 76,359 33,429 Total #

Children

Source: ACS 2012 5 year estimates, Child Care Licensing (2013)

Limited Childcare Available for Children Under 5

2

(2,989)

(872)

(5,170)

(43,401)

(23,320)

Capacity of Childcare Centers in Austin MSA as % of Population Under 5

© 2015 E3 Alliance

Growth in District Pre-K Enrollment Declined

Beginning in 2012

-2%

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

20%

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

An

nu

al

Rate

of

Gro

wth

Annual Enrollment Growth by Year, 2003 through 2014

Central Texas Texas

Source: E3 Alliance analysis of Texas Education Agency AEIS data

3

© 2015 E3 Alliance

3 out of 4 Low Income Children Attend Public Pre-K

22%

29%

48%

1%

At Home/Relative Public Pre-K Private Pre-K Head Start

4

13%

75%

9%

3%

E3 Alliance Analysis of Ready,Set,K! weighted data 2010-2014, Central Texas

Low Income Non-Low Income

Experience Year Prior to Kindergarten

© 2015 E3 Alliance

3 of 4 Eligible Children Attend District Pre-K

77% 71%

10%

12% 26%

5%

0%

20%

40%

60%

80%

100%

Entire Region Weighted Sample

Perc

en

t o

f P

re-K

Elig

ible

Ch

ild

ren

Pre-K Enrollment, Central Texas, 2011-2014

Public Pre-K Private Pre-K Head Start Home or w/ Relative Unknown

Source: Regional data from Education Research Center, University of Texas Austin

Sample from E3 analysis of Ready, Set, K! weighted data

5

© 2015 E3 Alliance

7 in 10 Eligible Children Attend District Pre-K

Public Pre-K 71%

Private Pre-K 10%

Head Start 3%

Home or w/ Relative

12%

Unknown 5%

Pre-K Enrollment, Central Texas, 2011-2014

Source: E3 analysis of Ready, Set, K! weighted data

6

© 2015 E3 Alliance

Eligible White Students Enrolled in Public Pre-K

in Lowest Proportion

71% 79%

54%

11% 6%

24%

14% 12% 18%

0%

20%

40%

60%

80%

100%

Black (N=196) Hispanic (N=1,415) White (N=285)

Perc

en

t o

f P

re-K

Elig

ible

Ch

ild

ren

Pre-K Enrollment, Central Texas, 2010-11 to 2014-15

Public Pre-K Private Pre-K Head Start Home or with Relative

E3 Analysis of Ready, Set, K! weighted data 7

© 2015 E3 Alliance

Most Children Not in Pre-K are Hispanic

Black 10%

Hispanic 62%

Other 7%

Asian 2%

White 19%

Children not attending any Pre-K, Central Texas, 2010-2014

E3 Analysis of Ready, Set, K! weighted data 8

© 2015 E3 Alliance

Proportionally More Eligible White and Fewer

Hispanic Students Not in Pre-K

Black 10%

Hispanic 62%

Other 7%

Asian 2%

White 19%

Kindergartners with No Pre-K

E3 Analysis of Ready, Set, K! weighted data for Central Texas, 2010-11 to 2014-15 9

Black 9%

Hispanic 68%

Other 4%

Asian 5%

White 14%

All Kindergarten Students

© 2015 E3 Alliance

In School Districts with Full Day Pre-K

Parents More Likely to Enroll Child in Pre-K

73%

85%

0%

20%

40%

60%

80%

100%

Half day Full day

Amount of Pre-K Instruction

Percent of Eligible Children Enrolled in Public Pre-K

Perc

en

t E

nro

lled

10 Eligible = Low Income and/or English Language Learner

Source: E3 analysis of data from the UT Austin Education Research Center, Central Texas, 2012-13

© 2015 E3 Alliance

Students in Full Day Public Pre-K

Miss 5 Fewer Days of School on Average

154

159

130

135

140

145

150

155

160

165

170

175

Half day Full day

Amount of Pre-K Instruction

Number of Days Eligible Children Attended Public Pre-K

Nu

mb

er

of

Days i

n A

tten

dan

ce

11 Eligible = Low Income and/or English Language Learner

Source: E3 analysis of data from the UT Austin Education Research Center, Central Texas, 2012-13

© 2015 E3 Alliance

Return on Investment Over Time From Enrolling each

Cohort of Children Who Are Eligible But Not Enrolled

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

$30 Million

12

© 2015 E3 Alliance

Decrease of $7.93 Million to Region for Pre-K

Source: Region 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

% o

f D

istr

icts

Par

tici

pat

ing

in S

tud

y

Changes in District Pre-K Practices Between 2010 and 2012

13

© 2015 E3 Alliance

Low Ratio is <= 15 students per teacher; High Ratio is > 15 students per teacher

Source: E3 Alliance analysis of TAPR data and ESC Region 13 Pre-K Survey, CTX 2012-13

Few Students in Full Day Pre-K

with Low Student-Teacher Ratio

17%

28%

51%

5% 0%

20%

40%

60%

80%

100%

Half Day, High Ratio Half Day, Low Ratio Full Day,High Ratio Full Day, Low Ratio

Perc

en

t E

nro

lled

Public Pre-K Type

Pre-K Enrollment by Amount of Instruction and Student-Teacher Ratio

14

© 2015 E3 Alliance

Kindergarten Readiness

15

© 2015 E3 Alliance

Measuring School Readiness

• Developed by early childhood education

providers 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

16

© 2015 E3 Alliance

Measuring School Readiness

• Developed regionally with experts

• Representative of the 2008 Texas Pre-K Guidelines

• Aligned to Texas Essential Knowledge and Skills

• Developmentally appropriate and measurable

• Predictive of later school success

• Measures Multiple Components of readiness

• Validated

• Supports continuous improvement process

17

© 2015 E3 Alliance

Ready Set K! is a Valid and Reliable Assessment

of School Readiness

• Representative of the 2008 Texas Pre-K

Guidelines

• Developmentally appropriate and measurable

• Aligned to Texas Essential Knowledge and Skills

• Multidimensional

• Validated

18

© 2015 E3 Alliance

Ready Set K! - Completed by Trained Teachers

Teachers organize data and information from

• Observations of students in everyday interactions

• Work samples from class activities

• Data from one-on-one assessments

• TPRI

• reading assessments

• teacher made assessments

19

© 2015 E3 Alliance

Support Provided to Teachers Completing the

Assessment

• Training and Materials

• Guidelines for authentic assessment

• Data collection tools

• Process for organization of findings

• Teachers evaluate the assessment, materials

and the training

• Following completion of training, collection of data, and reflection

• The resulting information is used to improve the training and materials

20

© 2015 E3 Alliance

Ready Set K! Results Help Teachers Customize

Curriculum and Instruction

Response to Intervention (RTI)

• Example: Instructional Suggestion for

Intervention and Differentiation

To help a child associate the concept of alike and

different to sound discrimination, encourage her to

match pairs of plastic eggs filled with like items—e.g.

sand, pennies, etc.—that make distinctive sounds.

Use pictorial icons for the child to sort the plastic eggs

by alike and different

21

© 2015 E3 Alliance

Pre-K Factors Related to Readiness

• Amount of Instruction

State pays for half day instruction in Pre-K

Some districts choose to have full day Pre-K

• Student-Teacher Ratio – based on two

factors

Class size

Number of teachers per class

22

© 2015 E3 Alliance

Assessing Kindergarten Readiness

• Five years data collection (2010-11 to 2014-15)

• 12 Central Texas School Districts, 53 schools

• 3,847 Kindergarten students

• 2% Asian

• 12% Black

• 58% Hispanic

• 26% White

• 67% Low Income

• 34% English Language Learners

• Data weighted to represent region

Ready, Set, K! participants 2010-11 to 2014-15 23

© 2015 E3 Alliance

Just Over Half of Central Texas Students

Ready to Succeed in School

Ready 53%

Not Ready 47%

Kindergarten Readiness, Central Texas, 2010-11 to 2014-15

Source: E3 Alliance Analysis of Ready,Set,K! weighted data 24

© 2015 E3 Alliance

Rates Similar Across Readiness Components

65% 71%

66%

0%

20%

40%

60%

80%

100%

Perc

en

tag

e o

f

Kin

derg

art

en

ers

Central Texas Children Entering Kindergarten School Ready, By Readiness Component, Fall 2014

Emerging Literacy and Numeracy Language & Communication Social Emotional

Readiness Component


© 2015 E3 Alliance

Central Texas Averages At or Near ‘Ready’ Standards

0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0

Behavior Regulation

Sustains Attention

Understands Feelings

Interacts & Plays

Follows Directions

Uses Language

Labels

Combines Sentences

Rhyming Words

Upper and Lower Case Letters

Letter Sounds

Child Retells Stories

Uses Letters

Counts up to 10 Items

Shapes

Sorts

Identifies Small Amounts

Recognizes Numerals

Average Score by Competency, Fall 2014

Ready Central Texas Average


© 2015 E3 Alliance

Fewer Low Income Students Kindergarten Ready

42%

64%

0%

20%

40%

60%

80%

100%


Perc

en

tag

e o

f K

ind

erg

art

ners

Kindergarten Readiness, Central Texas, 2010 to 2014


© 2015 E3 Alliance

Readiness Rate Differ Across Income and Ethnicity

62%

39% 40%

48%

76%

52%

58%

66%

0%

20%

40%

60%

80%

100%

Asian Black Hispanic White

Pe

rce

nta

ge

of

Kin

derg

art

ners



2020 School Readiness Objective for All Children = 70%


© 2015 E3 Alliance

More Students with Pre-K Ready for School

20%

54%

46%

68%

0%

20%

40%

60%

80%

100%

Low Income Non-low Income

Perc

en

tag

e o

f K

ind

erg

art

ners

R

ead

y


Home or with Relative

Enrolled in Pre-K

Status Prior to Kindergarten

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

PK enrollment includes Public and Private Pre-K programs

29

© 2015 E3 Alliance

Low Income Kindergartners with Pre-K Experience

Almost 4x More Likely To Be Ready for School

1X 2X 3X 4X

Low Income

Non-Low Income

All

Odds of Kindergarten Readiness

Odds of Kindergarten Readiness Based on Pre-K Enrollment Status, Central Texas, 2010-2014

E3 Alliance analysis of Ready,Set,K! weighted data; odds ratios (as relative risk) from logistic

regression by income status with Pre-K enrollment (Public & Private) and gender as predictors 30

© 2015 E3 Alliance

English Language Learners Ready at Same Rate

as Their Economic Peers

42%

62%

42%

65%

0%

20%

40%

60%

80%

100%

Low Income Non-low Income

Perc

en

tag

e o

f K

ind

erg

art

ners

R

ead

y


ELL Non-ELL

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

PK enrollment includes Public and Private Pre-K programs

31

© 2015 E3 Alliance

Smallest Gap in Kindergarten Readiness

is in Social Emotional Development

57%

56%

53%

42%

72%

81%

76%

64%

0% 20% 40% 60% 80% 100%

Social & Emotional

Language &Communication

Emerging Literacyand Numeracy

Overall

Percent Kindergarten Ready

Non-low Income Low Income

Kindergarten Readiness by Economic Status, Central Texas 2010-11 to 2014-15

32 Source: E3 analysis of Ready, Set, K! data from 2010 to 2012

© 2015 E3 Alliance

For all Readiness Components

More Students Ready with Pre-K Experience

56%

59%

49%

40%

66%

70%

68%

56%

0% 20% 40% 60% 80%

Social & Emotional

Language &Communication

Emerging Literacyand Numeracy

Overall

Percent Kindergarten Ready

Enrolled in Pre-K At Home or with Relative

Kindergarten Readiness by Pre-K Experience, Central Texas 2010-11 to 2014-15

33 Source: E3 Alliance analysis of Ready,Set,K! data

Enrollment includes Public and Private Pre-K programs

© 2015 E3 Alliance

More Girls Ready for Kindergarten

48%

57%

0%

20%

40%

60%

80%

100%

Boys Girls

Perc

en

tag

e K

ind

erg

art

ners

Kindergarten Readiness, Central Texas, 2010 to 2013


© 2015 E3 Alliance

Kindergartners With Pre-K Experience

3X More Likely To Be Ready for School

1X 2X 3X 4X

Emerging Literacy &Numeracy

Language & Communication

Social-Emotional

Overall Readiness

Odds of Kindergarten Readiness

Odds of Kindergarten Readiness Based on Pre-K Enrollment Status, Central Texas, 2010-2014

E3 Alliance analysis of Ready,Set,K! weighted data; odds ratios (as relative risk) from

logistic regression with Pre-K enrollment (Public & Private), income status and gender as predictors 35

© 2015 E3 Alliance

Greater readiness than other groups, p = .002

Eligible = Low income and/or English Language Learner; Low Ratio is <=15 students/teacher

Source: E3 Alliance analysis of Central Texas Ready,Set,K! data from 2010-11 to 2014-15

Greatest Language Readiness with Full Day Pre-K and

Low Student-Teacher Ratio

61% 61% 61%

69%

0%

20%

40%

60%

80%

100%

Half Day, High Ratio Half Day, Low Ratio Full Day, High Ratio Full Day, Low Ratio

Avera

ge R

ead

iness P

rop

ort

ion

Public Pre-K Type

Readiness in Language and Communication for Eligible Children by Amount of Instruction and Student-Teacher Ratio

*

36

© 2015 E3 Alliance

Kindergarten Readiness Rate Consistent over Time

52% 50% 54% 53% 53%

0%

20%

40%

60%

80%

100%

2010 2011 2012 2013 2014

Perc

en

tag

e o

f K

ind

erg

art

ners

Kindergarten Readiness, Central Texas



© 2015 E3 Alliance

Readiness Rates for Low Income Children

Similar Over Time

42% 45%

48% 51%

48%

0%

20%

40%

60%

80%

100%

2010 2011 2012 2013 2014

% L

ow

In

co

me K

ind

erg

art

ners

Kindergarten Readiness for Low Income Children Who Attended District Pre-K, 2010 to 2014


E3 Alliance Analysis of Ready,Set,K! weighted data 38

© 2015 E3 Alliance

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

Documents

School Readiness - E3 Alliancee3alliance.org/wp-content/uploads/2015/04/School-Readiness.pdf · School Readiness 1 2015 CENTRAL TEXAS EDUCATION PROFILE ... Teacher Ratio Increased