Educare Colorado and Colorado Children’s Campaign First-Ever Statewide K-1 Teacher Survey on School Readiness February 20, 2002

Methodology Five (5) surveys were mailed to each Colorado elementary school during the month of November 2001 to be filled out by kindergarten and first-grade teachers. Teachers were asked to answer a series of questions in order to gain a better understanding of the current social, emotional and academic abilities of children entering the classroom and determine the importance of these skills. Results examined both in aggregate and by CSAP performance levels. Data compiled and analyzed by Market Perceptions Inc., a Denver-based marketing research firm.

Overall Teacher Perceptions

“How much emphasis should be given to learning activities including language acquisition and cognitive sequencing for children from birth until the age of three?” 91% of kindergarten and 92% of first-grade teachers believe that learning activities are either “Extremely” or “Very Important” for children from birth until the age of three.

100% of kindergarten and 98% of first-grade teachers believe that learning activities are either “Extremely” or “Very Important” for children between the ages of four and six. “How much emphasis should be given to learning activities including language acquisition and cognitive sequencing for children between the ages of four and six?”

Overall Skill Assessment

“In general, what percentage of the children entering your classroom are academically, emotionally and socially prepared to learn?” Kindergarten and first-grade teachers agree that approximately one-third of children entering the classroom are NOT emotionally and socially prepared to learn … … and agree that four-out-of-ten children entering the classroom are NOT academically prepared to learn!

The “Most Important” Skills The “Most Important” Skills

99% of kindergarten teachers rate the “ability to interact positively with other children as either “Extremely” or “Very Important” to succeed in school… …but say that four-out-of-ten of their children do NOT possess this skill when they enter school! Importance Experience In addition, 98% of first-grade teachers rate the “ability to interact positively with other children as either “Extremely” or “Very Important” for students to succeed in school… …but say that three-out-of-ten of their children do NOT possess this skill when they enter first grade! Kindergarten Teachers First-Grade Teachers Kindergarten Teachers First-Grade Teachers

In addition, 99% of first-grade teachers rate the “ability to recognize their name in print” as either “Extremely” or “Very Important” to succeed in school… …but say that one-out-of-ten children do NOT possess this skill when they enter first grade! Importance Experience 87% of kindergarten teachers rate the “ability to recognize their name in print” as either “Extremely” or “Very Important” for students to succeed in school… …but say that one-third of their children do NOT possess this skill when they enter school! Kindergarten Teachers First-Grade Teachers Kindergarten Teachers First-Grade Teachers

Further Insights Further Insights

79% of kindergarten teachers believe the ability to recognize the difference between numbers and letters is “Extremely” or “Very Important… ImportanceExperience …but four-out of-ten kindergarten students do NOT have this skill! 97% of first-grade teachers believe the ability to recognize the difference between numbers and letters is “Extremely” or ‘Very Important… …but report that one-in-five first-grade students cannot recognize the difference between numbers and letters! Kindergarten Teachers First-Grade Teachers Kindergarten Teachers First-Grade Teachers

ImportanceExperience 83% of kindergarten teachers believe the ability to grasp a pencil and position a piece of paper correctly is “Extremely” or “Very Important… …but nearly three-out-of-ten children enter first grade unable to grasp a pencil and position a piece of paper correctly! Kindergarten Teachers First Grade Teachers Kindergarten Teachers First Grade Teachers 91%of first-grade teachers believe the ability to grasp a pencil and position a piece of paper is “Extremely” or “Very Important… …but nearly four-out-of-ten children enter school unable to grasp a pencil and position a piece of paper correctly!

72% of kindergarten teachers believe the ability to count to 20 is “Extremely” or “Very Important… ImportanceExperience …but nearly four-out of-ten kindergarten students do NOT have this skill! 94% of first-grade teachers believe the ability to count to 20 is “Extremely” or ‘Very Important… …but nearly one-in-five first-grade students cannot count to 20! Kindergarten Teachers First-Grade Teachers Kindergarten Teachers First-Grade Teachers

70% of kindergarten teachers believe the ability to recognize, name and draw basic shapes like a circle, square and triangle is “Extremely” or “Very Important… ImportanceExperience …but nearly four-out of-ten kindergarten students do NOT have these skills! 79% of first-grade teachers believe the ability to recognize, name and draw basic shapes like a circle, square and triangle is “Extremely” or “Very Important … …but one-quarter of first-grade students do NOT have these skills! Kindergarten Teachers First-Grade Teachers Kindergarten Teachers First-Grade Teachers

When asked to rate the statement “Children who start behind academically catch up with others during the academic year, 25% of kindergarten and 33% of first-grade teachers say rarely… …while 70% of kindergarten and 62% of first- grade teachers say sometimes… …and only 5% of kindergarten and 4% of first-grade teachers say most or all of the time!

The Correlation with CSAP The Correlation with CSAP

“In general, what percentage of the children entering your classroom are academically, emotionally and socially prepared to learn?”?” Overall Skill Assessment Within those districts that had at least 80% of “proficient or above” third-grade reading CSAP scores, 70% of incoming kindergarten and first-grade students are prepared to learn. Within those districts that have between 70% and 79% of “proficient or above” third-grade reading CSAP scores, 65% of incoming kindergarten and first-grade students are prepared to learn. Percent of “proficient or above” 2001 third- grade reading CSAP scores Within those districts that have between 60% and 69% of “proficient or above” third-grade reading CSAP scores, 61% of incoming kindergarten and first-grade students are prepared to learn. Within those districts that have below 60% of “proficient or above” third-grade reading CSAP scores, 53% of incoming kindergarten and first-grade students are prepared to learn.

Individual Skill Assessment Kindergarten and first-grade teachers within those districts that have at least 80% of “proficient or above” third-grade reading CSAP scores report that approximately six- out-of-ten of their students have the ability to read and spell simple words. Percent of “proficient or above” third-grade reading CSAP scores Percent of kindergarten and first-grade students who can accomplish task Kindergarten and first-grade teachers within those districts that have less than 60% of “proficient or above” third-grade reading CSAP scores report that only four-out-of-ten of their incoming students have these abilities.

“In general, what percentage of the children entering your classroom are prepared to learn the following skills?” Individual Skill Assessment Similar differences in ability can be found between these four district groups when looking at other individual skills as well. Percent of kindergarten and first-grade students who can accomplish task Percent of “proficient or above” third-grade reading CSAP scores

Thank You! Thank You!