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Children Entering School Ready to Learn The 2011-2012 Maryland School Readiness Report

Children Entering School Ready to Learn The 2011-2012 Maryland School Readiness Report. Montgomery 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

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Children Entering School Ready to Learn The 2011-2012 Maryland School Readiness Report

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

  2. Birth to Fivea 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

  3. 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

  4. 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.

  5. Statewide HighlightsMaryland 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.

  6. Montgomery County DemographicsFacts About Young Children

  7. Significant School Readiness GainsMaryland Model for School Readiness, 2011-2012 • 81% of the County’s kindergarten students are fully ready for school – a 20-point gain in readiness from 2001-2002. • Montgomery County’s kindergarteners are within 2 points of the statewide readiness level, currently at 83%. Source: Maryland State Department of Education

  8. Stunning ImprovementsMaryland Model for School Readiness, 2011-2012 • 81% of the County’s kindergarten students are fully ready for school, up from 61% in 2001-2002 and 74% last year. • Only 3% of the County’s children are developing readiness – fewer than 310 students require considerable support to do kindergarten work. Source: Maryland State Department of Education

  9. Increased Readiness Across All DomainsMaryland Model for School Readiness, 2011-2012 • Kindergarteners show the greatest gains (up 31 points from 2001-2002) in: • Social Studies (68% fully ready) • Scientific Thinking (63%) • Kindergarteners demonstrate the strongest readiness in: • Physical Development (89% fully ready) Source: Maryland State Department of Education

  10. Investments in Language & Literacy Pay OffMaryland Model for School Readiness, 2011-2012 • There is a direct correlation between increases in Language & Literacy skills and improvements in overall school readiness. • 72% of kindergarteners are fully ready in the area of Language & Literacy, a 25-point gain since 2001-2002. Source: Maryland State Department of Education

  11. Big Gains for “STEM” DisciplinesMaryland Model for School Readiness, 2011-2012 • The domains aligned with the “STEM Disciplines”– Science Technology Engineering and Math – saw gains higher than the countywide average (20 points): • Mathematical Thinking (76% fully ready, a 23-point gain) • Scientific Thinking (63% fully ready, a 31-point jump) • Despite the gains, over 4,000 kindergarteners (37%) require targeted or considerable support to successfully complete work in Science – the domain with the least readiness. Source: Maryland State Department of Education

  12. All Children Show Higher AchievementMaryland Model for School Readiness, 2011-2012 • 77% of African-American children are fully school-ready, up 23 points from 2001-2002. • 71% of Hispanic children are fully school-ready – a 25-point jump from 2001-2002. • These gains are substantially higher than the overall countywide gains (20-point increase from 2001-2002). • Not Tracked in 2001-2002 * Fewer than 5 Students Source: Maryland State Department of Education

  13. Good Progress Among Males & FemalesMaryland Model for School Readiness, 2011-2012 • 85% of females are fully school-ready in 2011-2012, up from 67% in 2001-2002. • While a smaller percentage of males (77%) are fully ready in 2011-2012, they are within 4 points of the County average. Source: Maryland State Department of Education

  14. Increases Among Low-Income ChildrenMaryland Model for School Readiness, 2011-2012 • 71% kindergarteners from low-income households (Free and Reduced Priced Meal status) rose to full readiness, up from 46% in 2001-2002. • These gains bring children from low-income households within 10 points of the countywide average. • 38% of the County’s kindergarteners are from low-income households. Source: Maryland State Department of Education

  15. Substantial Progress Among ELLMaryland Model for School Readiness, 2011-2012 • 71% of English Language Learners (ELL – children whose first language is not English) are fully ready, up from 51% in 2001-2002. • These gains bring ELL within 10 points of the countywide average. • 35% of the County’s kindergarteners are ELL. Source: Maryland State Department of Education

  16. Good Gains Among Children with DisabilitiesMaryland Model for School Readiness, 2011-2012 • 52% of children with disabilities are fully ready, a 28-point gain from 2001-2002 and 5 points more than last year. • These gains bring children with disabilities within 29 points of the countywide average. • 8% of the County’s kindergarteners have an identified disability or receive services through an Individualized Education Plan (IEP). Source: Maryland State Department of Education

  17. Readiness Disparities for At-Risk ChildrenMaryland Model for School Readiness, 2011-2012 Children from Low-Income Households • 71% of Montgomery County’s kindergarteners from low-income households are fully ready in 2011-2012, compared with 86% of children from mid- to high-income households. • The 25-point gain from 2001-2002 reduced the readiness disparity between children from low-income households and their peers from 18 points to 15 points in 2011-2012. English Language Learners • 71% of Montgomery County’s English Language Learners are fully ready in 2011-2012, compared with 86% of their English-proficient peers. • Despite the substantial gains (20 points), the disparity between English Language Learners and their English-proficient peers widened from 10 points in 2001-2002 to 15 points in 2011-2012. Children with Disabilities • 52% of Montgomery County’s children with disabilities are fully school-ready in 2011-2012, compared with 83% of children without disabilities. • The 28-point gain from 2001-2002 decreased the readiness disparity between children with disabilities and their peers from 37 points to 31 points in 2011-2012.

  18. Prior Care EnrollmentPredominate Care Prior to Kindergarten • 46% of the County’s children who matriculated to kindergarten in 2011-2012 attended a public PreK program. • This year, Montgomery County enrolled 3,627 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

  19. Improvements For All Prior Care SettingsMaryland Model for School Readiness, 2011-2012 • Child Care Centers saw a 17-point increase from 2001-2002 to 85% fully ready in 2011-2012. • Family Child Care observed a 21-point jump to 77% fully ready. • Head Start experienced a 20-point gain to 72% fully ready. • Non-public nursery programs noticed a 16-point rise to 91% fully ready. Source: Maryland State Department of Education

  20. PreK Makes a DifferenceMaryland Model for School Readiness, 2011-2012 • 82% of children previously enrolled in PreKprograms are fully ready, up from 55% in 2001-2002. • Children previously enrolled in PreK exceed the countywide readiness averageand show greater long-term improvements (a 27-point gain, compared with 20 points). • Children with PreK experience outperform their low-income peers (71% fully ready). • Because public PreKprograms serve a high percentage of low income children, this data is significant for addressing the achievement gap. Source: Maryland State Department of Education

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

  22. Looking AheadWhat 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

  23. Looking AheadWhat 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

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