1. Carroll County
April 2016

2. Setting the Stage Ready for Kindergarten (R4K)
Kindergarten readiness sets the stage for the future.
The skills and knowledge children have upon entering school are strongly predictive of future academic success.1
Children who enter school at higher levels of readiness are healthier and are less likely to become involved with the criminal justice system and drop out of school. These children experience higher levels of education and typically have higher earnings throughout their lives. 2
Children who enter kindergarten behind their peers are unlikely to catch up.
These positive school readiness outcomes suggest that investments in early childhood can benefit society as a whole.
1 Jack P. Shonkoff & Deborah A. Phillips, From Neurons to Neighborhoods: The Science of Early Childhood Development (Washington, DC: National Academy Press, 2001).
2 The Economics of Early Childhood Investments” (Executive Office of the President of the United States, 2014). 

3. Setting the Stage Ready for Kindergarten (R4K)
R4K has two components:
An Early Learning Assessment measures the progress of learning in young children, 36 to 72 months (3 to 6 years), across nine levels in seven domains.
A Kindergarten Readiness Assessment (KRA) is an observational and assessment tool that measures the school readiness of incoming kindergarteners in four learning domains.
Both assessments are developmentally appropriate.

4. Measuring Kindergarten Readiness Kindergarten Readiness Assessment (KRA)
About the KRA
The KRA is:
A developmentally appropriate observational and assessment tool.
Used to assess skills and behaviors that children learned as four-year-olds and prior to entering kindergarten.
Administered by teachers to kindergarteners between the first day of school and November 1st.
About the Data
Launched in school year
Revised for school year based on feedback from teachers, curriculum experts, and data specialists.
The and KRA data reflect similar readiness levels but cannot be directly compared. This year’s data offer a roadmap for what needs to be done to improve school readiness. 

5. Measuring Kindergarten Readiness Kindergarten Readiness Assessment (KRA)
Kindergarteners are assessed as:
Demonstrating Readiness
Consistently demonstrates the foundational skills and behaviors that enable a child to fully participate in the kindergarten curriculum.
Approaching Readiness
Exhibits some of the foundational skills and behaviors that are needed to participate in the kindergarten curriculum.
Emerging Readiness
Displays minimal foundational skills and behaviors, which are needed to meet kindergarten expectations successfully.
Children whose readiness skills are “approaching” and/or “emerging” require differentiated instruction, targeted assistance, or interventions to be successful in kindergarten.

6. Providing Vital Information A Valuable Tool
The KRA Data:
Help Teachers. The KRA gives teachers rich information about each child’s skills, abilities, and learning needs. It guides teachers’ instruction and enables them to address any identified learning gaps of an individual child or groups of children.
Advise Early Childhood Programs and School Leaders. The data offer programs and schools information about the learning needs of children.
Inform Families. Families learn about their child’s strengths and needs in the new Kindergarten Readiness Individual Student Report (ISR). Families can help their child master required skills and behaviors.
Instruct Community Leaders and Policy Makers. Enables stakeholders to make well-informed programmatic, policy, and funding decisions.

7. Carroll County Data Demographics of Young Children
Population Data
U.S. Census, 2013
Children <5 (age 0-4)
8,211
Estimated Children Age 4
1,642
School Enrollment
MSDE, School Year
PreK Students (4- & 5-Year-Olds)
342
Kindergarteners by Gender
Full-Day Program
0.0%
Male
53.1%
Half-Day Program
100.0%
Female
46.9%
Kindergarten Students
1,675
Kindergarteners by Ethnicity
Students Assessed by KRA
American Indian
0.2%
Students who Attended PreK*
20.4%
Asian
1.8%
African American
3.7%
Kindergarteners by Subgroup
Native Hawaiian/Pacific Islander
Children with Disabilities
8.8%
White
83.7%
English Language Learners
2.1%
Hispanic
6.5%
Free/Reduced Priced Meals
14.9%
Two or More Races
4.0%
* Kindergarteners who participated in PreK programs in school year , as reported by parents at kindergarten registration.

8. Meeting Higher Standards KRA, 2015-20161
Quick Take
1,675 children entered kindergarten classrooms in the County’s public school system this year.
881 (55%) kindergartners met the State’s more demanding and rigorous performance standards – higher than the statewide average (45%).
Demonstrating readiness at school entry ensures that a child is prepared for the academic rigor of today’s kindergarten curriculum.
55%
Carroll County
kindergarteners
demonstrate
readiness
45%
Maryland
kindergarteners
demonstrate
readiness
1 Source: Maryland State Department of Education. All data are based on the number of students assessed. Figures may not total 100% due to rounding.

9. A Look at Carroll County’s Kindergarten Readiness KRA, 2015-2016
Jurisdictional Results
55% of the County’s children entered school demonstrating the skills and behaviors needed to fully participate in the kindergarten curriculum.
45% of children (726 students) started kindergarten underprepared for school success and require targeted or substantial assistance.

10. Poised for Success KRA, 2015-2016
Jurisdictional Results
About half of Asian kindergarteners (48%) and African American kindergarteners (45%) demonstrate readiness.
Fewer Hispanic children (32%) demonstrate kindergarten readiness: 23 points lower than the county readiness average (55%). * *
* Fewer than 5 students

11. Poised for Success KRA, 2015-2016
Jurisdictional Results
61% of females demonstrate kindergarten readiness – exceeding the countywide average and 12 points higher than their male peers.

12. Mastering Academic & Non-Academic Skills KRA, 2015-2016
Carroll County Kindergarten Readiness
Percent Demonstrating Readiness by Domain
Domains of Learning
The KRA looks at a child’s knowledge, skills, and behaviors in four key areas:
Language & Literacy
Mathematics
Social Foundations
Physical Well-being & Motor Development
These Domains have the greatest impact on school readiness.
48%
51%
63%
64%

13. A Closer Look at the Achievement Gaps KRA, 2015-2016
Income’s Impact on Readiness
41% of children from low-income households are ready for kindergarten, compared with 57% of children from mid- to high-income households: a 16-point achievement gap.
15% of kindergarteners or 251 children are from low-income households (as indicated by Free and Reduced Price Meal status).
At least half of the educational achievement gaps between poor and non-poor children exist at kindergarten entry.2
16 point
gap
2 Lee, V. and Burkham, D. (2002). Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School. Washington, DC: Economic Policy Institute.

14. A Closer Look at the Achievement Gaps KRA, 2015-2016
Language Proficiency Impacts Maryland’s Readiness
2% of kindergarteners (36 children) are English Language Learners (ELLs).
28% of children under 5 in Maryland have at least one parent or guardian who speaks a language other than English at home: 57% speak Spanish.3
7% of ELLs demonstrate readiness, compared with 56% of English proficient kindergarteners: a 49-point achievement gap.
49 point
gap
3 Margie McHugh, “Dual Language Learners and Their Families: National and Maryland Perspectives” (National Center on Immigrant Integration Policy, December 2015).

15. A Closer Look at the Achievement Gaps KRA, 2015-2016
The Effect of Disability Status on Maryland’s Readiness
148 kindergarteners (9%) receive special education services through an Individualized Education Program (IEP).
24% of these kindergartners (32 students) demonstrate the foundational skills and abilities needed for school: 34 points lower than their peers who do not have an IEP.
34 point
gap

16. A Closer Look at the Achievement Gaps KRA, 2015-2016
Children from low-income households, those learning the English language (ELLs), or those who have a disability have lower levels of school readiness across all domains. When children enter school with a significant readiness disparity, it is more likely that these achievement gaps will continue throughout K-12 education.
Difference
by:
Language & Literacy
Mathematics
Social Foundations
Physical Well-being & Motor Development
Disability
English Proficiency
Income
25 pt
gap
28 pt
gap
32 pt
gap
33 pt
gap
46 pt
gap
32 pt
gap
30 pt
gap
16 pt
gap
19 pt
gap
18 pt
gap
14 pt
gap
7 pt
gap

17. Advantages of Early Learning KRA, 2015-2016
Predominant Prior Care
20% of the County’s kindergarteners (338 children) attended public pre-kindergarten (PreK) programs the year prior to starting school.
100% of PreK students participate in half-day programs; children in full-day programs receive, on average, three more hours of instruction per day.
* Prior Care Enrollment denotes the early care & education setting of children, as reported by parents, the year prior to kindergarten (i.e. school year ); it does not reflect multiple prior care settings. Some prior care settings have enrollment criteria. For example, Head Start and public PreK serve children from low-income households and children with disabilities—two subgroups that are at risk of low school readiness.

18. Advantages of Early Learning KRA, 2015-2016
Jurisdictional Results
46% of kindergarteners previously attending a PreK program demonstrate readiness and are within 9 points of the countywide average (55%).
Kindergarteners who attended PreK are better prepared for school than those at home or in informal care (33% ready) – 13 points higher.

19. Advantages of Early Learning KRA, 2015-2016
PreK Addresses Achievement Gap
Public PreK programs serve a high percentage of children from low income households.
46% of children enrolled in PreK classrooms the year before kindergarten demonstrate readiness and outperform their low-income peers (41%).
PreK reduces the achievement gap for children from low-income households and their countywide peers (55%): a 9-point gap for kindergarteners attending PreK, compared with a 14- point gap for low-income children.
9 point
gap
14 point
gap

20. PreK Addresses Academic Achievement Gaps KRA, 2015-2016
Children attending PreK programs the year before kindergarten outperform their peers at the same income level, as well as those who were at home or in informal care in Language & Literacy and Mathematics:
Domain
Demonstrating Readiness:
Language & Literacy
48%
All Kindergarteners
34%
PreK
32%
Children from Low-Income Households
30%
Children At Home/Informal Care
Mathematics
51%
39%
36%
14 pt
gap
16 pt
gap
18 pt
gap
12 pt
gap
15 pt
gap
15 pt
gap

21. PreK Addresses Non-Academic Achievement Gaps KRA, 2015-2016
Children attending PreK programs the year before kindergarten outperform their peers at the same income level, as well as those who were at home or in informal care in Social Foundations and Physical Development:
Domain
Demonstrating Readiness:
Social Foundations
63%
All Kindergarteners
53%
PreK
51%
Children from Low-Income Households
49%
Children At Home/Informal Care
Physical Well Being & Motor Development
64%
58%
10 pt
gap
12 pt
gap
14 pt
gap
6 pt
gap
6 pt
gap
15 pt
gap

22. The Time Is Now Too Many Children Are Underprepared9%
need
substantial
assistance
Significant Distance to Go
726 kindergarteners (45%) started school without the foundational skills needed to succeed and require support to do kindergarten work.
150 of these kindergarteners (9%) were assessed as “emerging” readiness, possessing minimal foundational skills and behaviors and require substantial assistance.
726
kindergarteners
are unprepared
for school

23. Success is Achievable Laying the Groundwork
Maryland is maximizing the use of its growing collection of data, broad policy guidelines, and dynamic statewide birth to 12th grade education system to advance the school readiness of young children.
Ready for Kindergarten
R4K is only one of the many strategic investments Maryland is making to eliminate the achievement gaps that begin before children enter kindergarten.
Maryland’s Additional Strategic Investments
Increasing Access to PreK
Offering Comprehensive Services (“Judy Center” Expansion)
Improving Curricula
Launching the Early Learning Assessment
Strengthening the Early Care & Education Workforce
Engaging Families & Communities

24. Success is Achievable Results Based Accountability
KRA data, as well as the use of the Results Based Accountability (RBA) framework, can be used to inform Maryland’s actions and indicate areas of focus for improving the outcomes for all children.
Ask the following:
How are we doing with respect to school readiness?
What does the KRA data show?
What explains our current school readiness levels?
What will it take to improve the status of children’s readiness for school?
What happens if we do nothing?
How can we accelerate our good trends and improve our results?

25. Success is Achievable Using the Kindergarten Readiness Data
Readiness Matters 2016 Resources
The following materials are available to help jurisdictions and key stakeholders use the KRA data:
Readiness Matters 2016
Statewide Report
Statewide Issue Brief
Statewide PowerPoint Presentation
Jurisdictional Data
Jurisdiction-specific Issue Briefs
Customized PowerPoint Presentations
Business Leaders Brief
Parent / Family Information (English & Spanish)
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