PROGRESS OF
KINDERGARTEN STUDENTS
Acquisition of Reading Skills
2000 – 2001 Study
THE KINDERGARTEN
READING ASSESSMENTS
ƒ Foundational Reading Skills
9 Letter Identification
9 Print Concepts
9 Word Recognition
9 Hearing and Recording Sounds
ƒ Text Reading
9 Running Records of Oral Reading
Behaviors
KINDERGARTEN STUDENTS
MAKE SIGNIFICANT PROGRESS
IN FOUNDATIONAL READING SKILLS
100%
Fall 2000
Spring 2001
82%
85%
90%
80%
82%
60%
40%
41%
26%
20%
20%
12%
0%
Letter ID
Print
Concepts
Word
Hearing &
Recognition Recording Sounds
% of Students Achieving Foundational Skills
69% OF KINDERGARTEN STUDENTS
MOVE FROM BASIC SKILLS TO
READING TEXT BY SPRING 2001
33% Reading
Above
Book Level 5
(Grade 1*)
31% NOT
YET READING
69%
READING TEXT
20% Reading
Book Level 4 or 5
15% Reading
Book Level 2 or 3
33% Reading
Book Level 1
*Book Levels 1 through 5 are increasingly difficult texts in the kindergarten assessments;
Book Levels above 5 are in Grade1 assessments.
ALL STUDENTS MAKE
SIGNIFICANT PROGRESS IN
FOUNDATIONAL READING SKILLS
Fall 2000
Spring 2001
100%
89%
77%
80%
65%
60%
40%
30%
20%
13%
4%
0%
ESOL & FARMS
FARMS Only
Non-ESOL /
Non-FARMS
Average % of Students Achieving Skills Across Four Foundational Areas
FULL-DAY K HAS GREATEST BENEFIT
FOR HIGHEST-RISK STUDENTS
Fall 2000
Spring 2001
100%
80%
71%
54%
60%
40%
31%
20%
25%
5%
4%
0%
91%
89%
Half-day K
Full-day K
ESOL & FARMS
Half-day K
Full-day K
Non-ESOL / Non-FARMS
Average % of Students Achieving Skills Across Four Foundational Areas
HEAD START COMBINED WITH
FULL-DAY K RESULTS IN MAXIMUM
BENEFIT TO HIGH-RISK STUDENTS
Fall 2000
Spring 2001
ESOL & FARMS
Head Start Graduates
100%
76%
80%
60%
49%
40%
20%
4%
0%
Half-day K
6%
Full-day K
Average % of Students Achieving Skills Across Four Foundational Areas
HEAD START & FULL-DAY K:
CLOSING THE GAP
Fall 2000
Spring 2001
100%
91%
76%
80%
65%
60%
40%
25%
20%
4%
0%
ESOL & FARMS
Full-day K
No Head Start
6%
ESOL & FARMS
Full-day K
Head Start
Non-ESOL /
Non-FARMS
Full-day K
Average % of Students Achieving Skills Across Four Foundational Areas – Spring 2001
AGE HAS AN IMPACT:
4 YEAR-OLDS LAG BEHIND
FROM BEGINNING TO END
Age 4
Age 5
100%
83%
80%
73%
58%
60%
45%
40%
20%
7%
0%
Fall 2000
15%
Winter 2001
Spring 2001
% of Students Achieving Foundational Skills in 3 or 4 Areas (out of 4)