Cecilia Sisk Winston-Salem/Forsyth County Schools Fall 2012

 LAP-D assesses children from months old  Four domains and 8 subscales :  Cognitive  Language  Fine Motor  Gross Motor  Only use two domains and 4 subscales

Domain/SubscalesBehavior (48-54 Months CA) Cognitive Matching -Forms square from 2 triangles to match design -Places pictures of objects on related samples Cognitive Counting-Recites numbers 1-20 Language Naming -Names 18 pictures of common objects -Names the cause for 3 given events Language Comprehension - Selects 4 pictures related to a sentence read -Points to 5 printed numerals between 1 and 10

 47% boys and 53% girls  66% spoke English as primary language at home, 33% spoke Spanish, and 1% other.  55% were African American, 36% Hispanic American, 4% Caucasian, 3% Mixed Race, and 2% other.

BeginningEndGrowth Domain/SubscaleN Mean Z score Mean Z score Mean Z score Language Naming Cognitive Matching Language Comprehension Cognitive Counting

Beginning of Year End of Year Subscale Mean Z score Percentile Rank Mean Z score Percentile Rank Cognitive Counting Cognitive Matching Language Naming Language Comprehension

 Ethnicity  Gender  LEP status  School All students attend Title I schools

PRE-K RD GRADE  53% girls and 47% boys  55% African American, 36% Hispanic American  66% spoke English as primary language at home and 33% spoke Spanish  55% girls and 45% boys  55% African Americans, 33% Hispanic American  67% not LEP and 31% LEP

Pre-K GroupNMean Std. Deviation EOG READING WS/FCS Pre-K Not WS/FCS Pre-K EOG MATH WS/FCS Pre-K Not WS/FCS Pre-K

Stat. Sig. Diff.

 WS/FCS Pre-K children started about 1 SD below the norm and increased their performance to 0.34 SD above the norm, on average for all the subscales.  All students grew at the same rate regardless of their gender, ethnicity, or primary language spoken at home.  If there was a gap at the beginning of the year, the gap was still present at the end of the year for 4 out of 6 subscales.  The gap was strongly related to language.

 Attendance in WS/FCS Pre-K was positively related to Reading and Math proficiency in third grade.  Students that attended the WS/FCS Pre-K scored half a standard deviation higher than their counterparts who did not attend WS/FCS Pre-K.  Only EOG Math scores show a gap but in the reverse order than the LAP-D.

Questions?