Comparison of Young Children’s Development by Child and Family Characteristics

1. Comparison of Young Children’s Development by Child and Family Characteristics Tulsa County Results February 2014

2. Background • Risk to Ready encompasses the: • Collection of data on Kindergarteners’ school readiness • Sharing information in aggregate and by neighborhood with local leaders • Purpose: • To serve as a catalyst to mobilize and engage local leaders around a data-driven and action-oriented process • To help early childhood stakeholders assess how to better support school readiness

3. Background • This Risk to Ready initiative part of a national initiative currently in its 4th year of implementation

4. Background • Data collected on all Kindergarteners in each elementary school in Tulsa, Union and Sand Springs school districts • Occurred from Winter 2011 to Winter 2013 • Summaries of findings focused on details by neighborhood at www.risktoready.org • Also available for Kay County and SE Oklahoma • This presentation – unlike the others - shows details by child and family characteristics and early childhood education dosage

5. Measuring School Readiness • Kindergartener school readiness is measured using the Early Development Instrument (EDI) • The EDI was developed by researchers at McMaster University in Canada • Observational checklist with 103 core items • Completed by teachers between 3rd and 8th month of school based on recall; takes about 10-15 minutes/student • Research supports that the EDI is a powerful predictor of later school success

6. Overall Results Category Definitions for Each Domain • “At Risk”: scoring <=10th percentile of national 2009-10 sample • “Very Ready”: scoring >=75th percentile

7. Overall Results

9. Overall Results • When looking across domains for each child • Two-thirds are not At Risk in any domain

10. Overall Results • Putting all the domains together, Tulsa children are less school ready than children in other areas • Category Definitions Over All Domains • “At Risk”: Scoring “At Risk” on 2 or more domains • “Very Ready”: Scoring “Very Ready” on 4 or more domains

11. By District • Results vary by district within Tulsa County

12. By National School Lunch Status • Differences by income can be examined within Tulsa Public Schools onlyusing data on children’s National School Lunch Program status

13. By Race

14. By Race and National School Lunch Status • The White-African American gap is narrowed when controlling for income (TPS data only)

15. By Gender

16. By Special Education

17. Teacher Believes Child has Special Need

18. Parent Attended Conference

19. Parent Volunteered

20. 4-Year Old Pre-K Enrollment 4-year old Pre-K includes enrollment in the same district as Kindergarten enrollment and CAP Tulsa Pre-K

21. 4-Year Old Pre-K Enrollment 4-year old Pre-K includes enrollment in the same district as Kindergarten enrollment and CAP Tulsa Pre-K

22. Pre-K by National School Lunch StatusTPS Only 4-year old Pre-K includes enrollment in the same district as Kindergarten enrollment and CAP Tulsa Pre-K

23. 4-Year Old Pre-K Enrollment

24. By 3- and 4-Year Old Pre-K Enrollment • Children enrolled in 3-year old Pre-K are likely of lower income; this is offsetting the impact of Pre-K 3 3-year old Pre-K includes enrollment at CAP Tulsa and Rosa Parks ECEC

25. Pre-K by National School Lunch StatusTPS Only 4-year old Pre-K includes enrollment in the same district as Kindergarten enrollment and CAP Tulsa Pre-K

26. By Who Provided 4-Year Old Pre-K CAP Tulsa attendees would have been enrolled as late as 2011-12

27. 4-Year Old Pre-K Enrollment

28. By CAP Tulsa Enrollment

29. By 4-Year Old Bracken Score • Bracken scores (availablefor children who attended CAP Tulsa as 4-year olds) are related to EDI scores