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Ready At Five & Maryland State Department of Education.

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Presentation on theme: "Ready At Five & Maryland State Department of Education."— Presentation transcript:

1 Ready At Five & Maryland State Department of Education

2 Disparities in levels of student achievement among groups of students:  Race/Ethnicity & Gender ◦ American Indian/Alaskan Native ◦ Asian/Pacific Islander ◦ African American ◦ White ◦ Hispanic ◦ Male ◦ Female  Students Receiving Services ◦ Free and Reduced Meals (Socioeconomic Status) ◦ English Language Learners ◦ Special Education

3  Academic Subject Areas (e.g. Reading, Mathematics)  Grade Levels  Grade Bands (e.g. Elementary, Middle, High)  Graduation and Dropout Rates  Attendance

4  The Education Testing Service report, Parsing the Achievement Gap II (Barton & Coley, 2009) lists factors correlated with school performance: ◦ School Factors ◦ Home and School Connection ◦ Before and Beyond School

5  School Factors: ◦ Curriculum Rigor ◦ Teacher Preparation (HQT) ◦ Teacher Experience ◦ Availability of Instructional Technology ◦ School Safety  Home and School Connection: ◦ Parent or Guardian Participation  Before and Beyond School: ◦ Mobility ◦ Environmental Damage ◦ Nutrition ◦ Talking and reading to children regularly ◦ Excessive Television ◦ Single parent household ◦ Summer achievement gain/loss

6  The Bridge to Excellence in Public Schools Act (also known as Thornton) infused $1.3 billion dollars into public education over a 5-year period (2003-2008)  School systems required to develop comprehensive master plans to address achievement  Goals of Bridge to Excellence: accelerate achievement for all; eliminate gaps

7  School systems have done tremendous work in this area: ◦ Focus on data ◦ Setting priorities ◦ Managing resources

8  The are some trends or patterns that prevail across districts but each faces unique challenges: ◦ Focus on data ◦ Setting priorities ◦ Building partnerships/developing solutions ◦ Managing resources

9 Maryland Model for School Readiness Extraordinary jump in school readiness  Remarkable Progress. 73% of Maryland kindergartners were fully ready for school in 2008/09, a 24- point statewide increase in school readiness since 2001/02 and a 5- point increase since 2007/08.  More to Do. More than 15,000 Maryland children (27%) need targeted or considerable support to do kindergarten work.

10 Maryland Model for School Readiness Major improvements across all Domains of Learning  Increased Readiness. Maryland’s children are well-rounded, showing major improvements in all seven Domains of Learning.  Kindergartners demonstrate strongest readiness in the areas of:  Physical Development (82%)  The Arts (75%)  Social & Personal Development (71%)

11 Maryland Model for School Readiness Improvements among children of all ethnicities  Impressive Progress. African American children made impressive strides (a 32-point gain since 2001/02) and narrowed the disparity with their white peers from 19 points in 2001/02 to 9 points in 2008/09.  Continued focus. While Hispanic children made noteworthy gains (a 24-point gain since 2001/02), only 63% of Hispanic children are fully school-ready.

12 Maryland Model for School Readiness Improvements among males of all ethnicities  Progress. The school readiness of males of all ethnicities has increased since 2001/02.  Continued Attention Needed. While gains have been made across ethnicities; there remains a 10-point gap between white and African- American males; a 5-point gap between Hispanic and African- American males, and a 15- point gap between Hispanic and white males in SY 2008/09.

13 Maryland Model for School Readiness Impact on Maryland School Assessment  Continued academic success. Children who enter school fully ready to do kindergarten work in two key Domains of Learning (Language & Literacy and Mathematical Thinking) are more likely to be proficient on the Grade 3 Maryland School Assessment (MSA) in reading and math.


15 Maryland Model for School Readiness Gains among children from all income levels  Extraordinary gains. Low- income children (as indicated by Free and Reduced Price Meal status) experienced a 31-point gain in full readiness in the past eight years.  Challenges Exist. 65% of low- income children are school- ready, compared with 79% of mid- to high-income children.  This year, more than 7,800 low-income and 7,500 mid- to high-income children required support to do kindergarten work.


17 Maryland Model for School Readiness Noteworthy gains by English Language Learners  Tremendous Progress. English Language Learners (ELL— children whose first language is not English) experienced a 25- point increase in full readiness since 2001/02.  ELL experienced a 22-point increase in the Language & Literacy Domain in the past eight years.  ELL Status Significant Risk Factor. ELL children are less likely to be fully ready than English-proficient children: 60% of ELL children were fully ready for school, compared with 75% of their English-proficient peers.


19 Maryland Model for School Readiness Gains by children receiving special education services Improvements Seen. 47% of children receiving Special Education Services were fully ready for school in 2008/09, a 4-point increase from last year and a 17-point increase from 2001/02. Challenges Exist. Children receiving special education services did not improve at the same rate as their peers: an 18-point difference in 2001/02 widened to a 29- point difference in 2008/09.


21 Maryland Model for School Readiness High-quality early learning promotes school readiness  High-quality programs are crucial. Children who were enrolled in pre-K programs (75%), child care centers (77%) and non-public nursery schools (86%) the year prior to kindergarten exhibited higher school readiness levels than those who were at home or in informal care settings (63%) the year prior to kindergarten.





26  Evidence Shows that the gaps are closing: ◦ 2009 MSA results show that all subgroups made progress ◦ MGT study (independent evaluator of Bridge to Excellence program) shows that increased funding combined with strong accountability and comprehensive planning has contributed to the closing of gaps ◦ Most pronounced at the early grades ◦ Early learning has lasting effects ◦ It is harder to erase early deficits in later years

27 Closing Achievement Gaps for All Races


29  Gaps closing but still persist: ◦ Statewide patterns prevail  Minority and economically disadvantaged students  Students receiving services

30  100% of students must score proficient by 2014  States and local governments face major budget challenges  Now, more than ever, stakeholders need to have meaningful discussions on data-driven decision making

31  MSDE Maryland Model for School Readiness ◦  Ready At Five ◦  Maryland Report Card ◦  School Improvement in Maryland ◦  Parsing the Achievement Gap II ◦

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