Calvert County March 2012 Children Entering School Ready to Learn The 2011-2012 Maryland School Readiness Report Calvert County what the 2009-2010 school readiness data mean for Maryland’s children

Birth to Five a once-in-a-lifetime opportunity The Greatest Chance for Learning 90% of brain development occurs before age 5 The brain depends on early experiences to grow Early learning experiences build school readiness School Readiness A child’s ability to successful carry out kindergarten work

How does Maryland Assess Readiness? About the MMSR Maryland Model for School Readiness (MMSR) An annual assessment on what each kindergartener knows and is able to do in the following domains: Language & Literacy Mathematical Thinking Physical Development Scientific Thinking Social & Personal Development Social Studies The Arts

How does Maryland Assess Readiness? About the MMSR Maryland Model for School Readiness (MMSR) Children are identified as: Fully Ready: Consistently demonstrates the skills, behaviors, and abilities, which are needed to meet kindergarten expectations successfully. Approaching Readiness: Inconsistently demonstrates the skills, behaviors, and abilities, which are needed to meet kindergarten expectations successfully and requires targeted instructional support in specific areas. Developing Readiness: Does not demonstrate the skills, behaviors, and abilities, which are needed to meet kindergarten expectations and requires considerable instructional support in specific areas.

Statewide Highlights Maryland Model for School Readiness, 2011-2012 Key Trends in Maryland Strong short-term gains. Stunning long-term improvements. 83% of Maryland kindergarteners are fully school-ready, up 34-points from 2001-2002 and 2 points more than last year. Statewide full readiness level higher than projections in the Race to the Top Early Learning Challenge grant. Maryland experienced pronounced gains across all Domains of Learning. Focus on Language & Literacy is paying off. All children show higher achievement. African-American and Hispanic kindergarteners made substantial gains – higher than statewide overall gains. Children attending a PreK program the year prior to matriculating to kindergarten are highly prepared.

Calvert County Demographics Facts About Young Children

Significant School Readiness Gains Maryland Model for School Readiness, 2011-2012 87% of the County’s kindergarten students are fully ready for school – a 39-point gain in readiness from 2001-2002. Calvert County’s kindergarteners outpace the statewide readiness level, currently at 83%. Source: Maryland State Department of Education

Stunning Improvements Maryland Model for School Readiness, 2011-2012 87% of the County’s kindergarten students are fully ready for school, up from 48% in 2001-2002. Only 2% of the County’s children are developing readiness – fewer than 20 students require considerable support to do kindergarten work. Source: Maryland State Department of Education

Increased Readiness Across All Domains Maryland Model for School Readiness, 2011-2012 Kindergarteners show the greatest gains in: Scientific Thinking (80% fully ready, up 54 points from 2001-2002) Kindergarteners demonstrate the strongest readiness in: Physical Development (92% fully ready) Mathematical Thinking (85% fully ready) Source: Maryland State Department of Education

Investments in Language & Literacy Pay Off Maryland Model for School Readiness, 2011-2012 There is a direct correlation between increases in Language & Literacy skills and improvements in overall school readiness. 79% of kindergarteners are fully ready in the area of Language & Literacy, a 45- point gain since 2001-2002. Source: Maryland State Department of Education

Big Gains for “STEM” Disciplines Maryland Model for School Readiness, 2011-2012 The domains aligned with the “STEM Disciplines”– Science Technology Engineering and Math – saw high gains: Mathematical Thinking (85% fully ready, a 39-point gain) Scientific Thinking (80% fully ready, a 54-point jump) Despite the gains, over 200 kindergarteners (20%) require targeted or considerable support to successfully complete kindergarten work in the Science domain. Source: Maryland State Department of Education

All Children Show Higher Achievement Maryland Model for School Readiness, 2011-2012 87% of African-American children are fully school- ready, up 48 points from 2001-2002. 87% of Hispanic children are fully school-ready – a 49-point jump from 2001-2002. These gains are substantially higher than the overall countywide gains (39 points since 2001-2002. Not Tracked in 2001-2002 * Fewer than 5 Students Source: Maryland State Department of Education

Good Progress Among Males & Females Maryland Model for School Readiness, 2011-2012 90% of females are fully school-ready in 2011-2012, up from 54% in 2001-2002. While a smaller percentage of males (84%) are fully ready in 2011-2012, they are within 3 points of the County average. Source: Maryland State Department of Education

Increases Among Low-Income Children Maryland Model for School Readiness, 2011-2012 83% kindergarteners from low-income households (Free and Reduced Priced Meal status) rose to full readiness, up from 25% in 2001-2002. These gains bring children from low-income households within 4 points of the countywide average. 27% of the County’s kindergarteners are from low- income households. Source: Maryland State Department of Education

Substantial Progress Among ELL Maryland Model for School Readiness, 2011-2012 86% of English Language Learners (ELL – children whose first language is not English) are fully ready, up from 50% in 2004-2005. These gains bring ELL within 1 point of the countywide average. 4% of the County’s kindergarteners are ELL. * * Fewer than 5 ELL children in 2001-2002 Source: Maryland State Department of Education

Good Gains Among Children with Disabilities Maryland Model for School Readiness, 2011-2012 64% of children with disabilities are fully ready, a 26-point gain from 2001-2002 and 1 point more than last year. These gains bring children with disabilities within 23 points of the countywide average. 11% of the County’s kindergarteners have an identified disability or receive services through an Individualized Education Plan (IEP).   Source: Maryland State Department of Education

Readiness Disparities for At-Risk Children Maryland Model for School Readiness, 2011-2012 Children from Low-Income Households 83% of Calvert County’s kindergarteners from low-income households are fully ready in 2011-2012, compared with 88% of children from mid- to high-income households. The 58-point gain from 2001-2002 reduced the readiness disparity between children from low-income households and their peers from 25 points to 5 points in 2011-2012. English Language Learners 86% of Calvert County’s English Language Learners are fully ready in 2011-2012, compared with 87% of their English-proficient peers. The 36-point gain from 2004-2005 narrowed the disparity between English Language Learners and their English-proficient peers from 18 points to 1 point in 2011-2012. Children with Disabilities 64% of Calvert County’s children with disabilities are fully school-ready in 2011-2012, compared with 90% of children without disabilities. Despite the substantial gains, the readiness disparity between children with disabilities and their peers grew from 11 points in 2001-2002 to 26 points in 2011-2012.

Prior Care Enrollment Predominate Care Prior to Kindergarten 24.3% of the County’s children who matriculated to kindergarten in 2011-2012 attended a public PreK program. This year, Calvert County enrolled 386 students in its public PreK program. NOTE: Some prior care settings have enrollment criteria. For example, Head Start Centers and public PreK almost exclusively serve children from low-income households and children with disabilities—two subgroups that have consistently had significantly lower school readiness than Maryland kindergarteners as a whole, and are considered at risk. Source: Maryland State Department of Education

Improvements For All Prior Care Settings Maryland Model for School Readiness, 2011-2012 Child Care Centers saw a 34- point increase from 2001- 2002 to 88% fully ready in 2011-2012. Family child care programs experienced a 56-point gain to 88% fully ready. Head Start observed a 48- point jump to 83% fully ready. Non-public nursery programs noticed a 29-point rise to 95% fully ready. Source: Maryland State Department of Education

PreK Makes a Difference Maryland Model for School Readiness, 2011-2012 PreK programs experienced a 38- point rise in readiness from 2001- 2002 to 82% fully ready. Children previously enrolled in PreK are within 5 points of the countywide readiness average (87% fully ready) and within 1 point of their low-income peers (83%). Because public PreK programs serve a high percentage of low income children, this data is significant for addressing the achievement gap. Source: Maryland State Department of Education

Why has Maryland Improved? Long-term Investments Race to the Top PreK Full-day Kindergarten Accreditation & Credentialing Judy Center Partnerships Jurisdictional Actions Community Commitment Research & Policy Monetary Support

Looking Ahead What does the future hold? Maryland Awarded $50 million Race to the Top - Early Learning Challenge Funds 24 Local Early Childhood Councils Tiered Quality Rating and Improvement System: Maryland EXCELS Quality Capacity Building in support of Maryland EXCELS Promoting early learning standards, aligned with statewide Common Core Standards, to all early childhood programs Expanding PD and workforce development Developing a Comprehensive Assessment System (in collaboration with Ohio) Innovative early interventions Family Engagement Leadership in Early Learning Academies Linking early childhood data with Maryland’s longitudinal data system

Looking Ahead What does the future hold? Maryland’s New Benchmarks & Ambitious Goals 92% of kindergarteners fully school-ready by 2015 Narrowing of school readiness gaps among at-risk populations Collective Action Through Maryland & Jurisdictional efforts, we are on track to achieve all Race to the Top Early Learning Challenge Fund goals