Children Entering School
Ready to Learn
The 2011-2012 Maryland
School Readiness Report
Queen Anne’s 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.
Queen Anne’s County Demographics
Facts About Young Children
Population Data
MD Department of Planning, 2010
Estimated Children Age 4
Children <5 (age 0-4)
594
2,970
School Enrollment
MSDE, School Year 2011-2012
PreK Students
Full-Day Program
Half-Day Program
Kindergarten Students
Kindergarteners by Subgroup
Children with Disabilities
English Language Learners
Free/Reduced Priced Meals
252
0.0%
100.0%
555
9.1%
4.1%
31.5%
Kindergarten Gender
Male
Female
52.8%
47.2%
Kindergarten Ethnicity
American Indian
Asian
African American
Native Hawaiian/Pacific Islander
White
Hispanic
Two or More Races
0.4%
1.3%
7.5%
0.0%
82.1%
4.7%
4.1%
Significant School Readiness Gains
Maryland Model for School Readiness, 2011-2012
Source: Maryland State Department of Education
•
91% of the County’s
kindergarten students are
fully ready for school – a
27-point gain in readiness
from 2001-2002.
•
Queen Anne’s County’s
kindergarteners outpace the
statewide readiness level,
currently at 83%.
Stunning Improvements
Maryland Model for School Readiness, 2011-2012
Source: Maryland State Department of Education
•
91% of the County’s
kindergarten students are
fully ready for school, up
from 64% in 2001-2002
and 83% last year.
•
Only 1% of the County’s
children are developing
readiness – fewer than 10
students require
considerable support to do
kindergarten work.
Increased Readiness Across All Domains
Maryland Model for School Readiness, 2011-2012
•
Kindergarteners show the
greatest gains in:
•
•
Kindergarteners demonstrate
the strongest readiness in:
•
•
Source: Maryland State Department of Education
Scientific Thinking (87%
fully ready, up 50 points
from 2001-2002)
The Arts (94% fully ready)
Physical Development
(92% fully ready)
Investments in Language & Literacy Pay Off
Maryland Model for School Readiness, 2011-2012
Source: Maryland State Department of Education
•
There is a direct correlation
between increases in
Language & Literacy skills and
improvements in overall
school readiness.
•
75% of kindergarteners are
fully ready in the area of
Language & Literacy, a 34point gain since 2001-2002.
Big Gains for “STEM” Disciplines
Maryland Model for School Readiness, 2011-2012
•
Source: Maryland State Department of Education
The domains aligned with the
“STEM Disciplines”– Science
Technology Engineering and Math
– saw gains higher than the
countywide average (27 points):
•
Mathematical Thinking (81%
fully ready, a 31-point gain)
•
Scientific Thinking (87% fully
ready, a 50-point jump)
All Children Show Higher Achievement
Maryland Model for School Readiness, 2011-2012
•
- Not Tracked in 2001-2002
* Fewer than 5 Students
Source: Maryland State Department of Education
86% of African-American
children are fully schoolready, up 48 points from
2001-2002 – substantially
higher than the overall
countywide gains (27 points).
Good Progress Among Males & Females
Maryland Model for School Readiness, 2011-2012
Source: Maryland State Department of Education
•
95% of females are fully
school-ready in 2011-2012, up
from 73% in 2001-2002.
•
While a smaller percentage of
males (88%) are fully ready in
2011-2012, they are within 2
points of the County average.
Increases Among Low-Income Children
Maryland Model for School Readiness, 2011-2012
Source: Maryland State Department of Education
•
84% kindergarteners from
low-income households (Free
and Reduced Priced Meal
status) rose to full readiness,
up from 33% in 2001-2002.
•
These gains bring children
from low-income households
within 7 points of the
countywide average.
•
9% of the County’s
kindergarteners are from lowincome households.
Substantial Progress Among ELL
Maryland Model for School Readiness, 2011-2012
*
* Fewer than 5 ELL in 2001-2002.
Source: Maryland State Department of Education
•
61% of English Language
Learners (ELL – children
whose first language is not
English) are fully ready, up
from 38% in 2004-2005.
•
These gains bring ELL within
30 points of the countywide
average.
•
4% of the County’s
kindergarteners are ELL.
Good Gains Among Children with Disabilities
Maryland Model for School Readiness, 2011-2012
Source: Maryland State Department of Education
•
76% of children with
disabilities are fully ready, a
31-point gain from 2001-2002
and 41 points more than last
year.
•
These gains bring children
with disabilities within 15
points of the countywide
average.
•
9% of the County’s
kindergarteners have an
identified disability or receive
services through an
Individualized Education Plan
(IEP).
Readiness Disparities for At-Risk Children
Maryland Model for School Readiness, 2011-2012
Children from Low-Income Households
•
•
84% of Queen Anne’s County’s kindergarteners from low-income households are
fully ready in 2011-2012, compared with 95% of children from mid- to high-income
households.
The 51-point gain from 2001-2002 reduced the readiness disparity between
children from low-income households and their peers from 36 points to 11 points in
2011-2012.
English Language Learners
•
•
61% of Queen Anne’s County’s English Language Learners are fully ready in 20112012, compared with 92% of their English-proficient peers.
The 23-point gain from 2004-2005 narrowed the disparity between English
Language Learners and their English-proficient peers from 33 points to 31 points in
2011-2012.
Children with Disabilities
•
•
76% of Queen Anne’s County’s children with disabilities are fully school-ready in
2011-2012, compared with 93% of children without disabilities.
The substantial gains (31 points since 2001-2002) cut the readiness disparity
between children with disabilities and their peers from 21 points to 17 points in
2011-2012.
Prior Care Enrollment
Predominate Care Prior to Kindergarten
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
•
21% of the County’s children
who matriculated to
kindergarten in 2011-2012
attended a public PreK
program.
•
This year, Queen Anne’s
County enrolled 252 students
in its public PreK program.
Improvements For All Prior Care Settings
Maryland Model for School Readiness, 2011-2012
Source: Maryland State Department of Education
•
Child Care Centers saw a 31point increase from 20012002 to 96% fully ready in
2011-2012.
•
Family Child Care observed a
48-point jump to 90% fully
ready.
•
Head Start experienced a 26point gain to 62% fully ready.
•
Non-public nursery programs
noticed a 24-point rise to 98%
fully ready.
PreK Makes a Difference
Maryland Model for School Readiness, 2011-2012
Source: Maryland State Department of Education
•
91% of children previously enrolled in
PreK programs are fully ready, up from
66% in 2001-2002.
•
Children previously enrolled in PreK are
on par with the countywide readiness
average, but outperform their lowincome peers (84% fully ready).
•
Because public PreK programs serve a
high percentage of low income children,
this data is significant for addressing
the achievement gap.
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
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