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Ready At Five & Maryland State Department of Education
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Disparities in levels of student achievement among groups of students: Race/Ethnicity & Gender ◦ American Indian/Alaskan Native ◦ Asian/Pacific Islander ◦ African American ◦ White ◦ Hispanic ◦ Male ◦ Female Students Receiving Services ◦ Free and Reduced Meals (Socioeconomic Status) ◦ English Language Learners ◦ Special Education
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Academic Subject Areas (e.g. Reading, Mathematics) Grade Levels Grade Bands (e.g. Elementary, Middle, High) Graduation and Dropout Rates Attendance
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The Education Testing Service report, Parsing the Achievement Gap II (Barton & Coley, 2009) lists factors correlated with school performance: ◦ School Factors ◦ Home and School Connection ◦ Before and Beyond School
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School Factors: ◦ Curriculum Rigor ◦ Teacher Preparation (HQT) ◦ Teacher Experience ◦ Availability of Instructional Technology ◦ School Safety Home and School Connection: ◦ Parent or Guardian Participation Before and Beyond School: ◦ Mobility ◦ Environmental Damage ◦ Nutrition ◦ Talking and reading to children regularly ◦ Excessive Television ◦ Single parent household ◦ Summer achievement gain/loss
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The Bridge to Excellence in Public Schools Act (also known as Thornton) infused $1.3 billion dollars into public education over a 5-year period (2003-2008) School systems required to develop comprehensive master plans to address achievement Goals of Bridge to Excellence: accelerate achievement for all; eliminate gaps
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School systems have done tremendous work in this area: ◦ Focus on data ◦ Setting priorities ◦ Managing resources
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The are some trends or patterns that prevail across districts but each faces unique challenges: ◦ Focus on data ◦ Setting priorities ◦ Building partnerships/developing solutions ◦ Managing resources
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Maryland Model for School Readiness Extraordinary jump in school readiness Remarkable Progress. 73% of Maryland kindergartners were fully ready for school in 2008/09, a 24- point statewide increase in school readiness since 2001/02 and a 5- point increase since 2007/08. More to Do. More than 15,000 Maryland children (27%) need targeted or considerable support to do kindergarten work.
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Maryland Model for School Readiness Major improvements across all Domains of Learning Increased Readiness. Maryland’s children are well-rounded, showing major improvements in all seven Domains of Learning. Kindergartners demonstrate strongest readiness in the areas of: Physical Development (82%) The Arts (75%) Social & Personal Development (71%)
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Maryland Model for School Readiness Improvements among children of all ethnicities Impressive Progress. African American children made impressive strides (a 32-point gain since 2001/02) and narrowed the disparity with their white peers from 19 points in 2001/02 to 9 points in 2008/09. Continued focus. While Hispanic children made noteworthy gains (a 24-point gain since 2001/02), only 63% of Hispanic children are fully school-ready.
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Maryland Model for School Readiness Improvements among males of all ethnicities Progress. The school readiness of males of all ethnicities has increased since 2001/02. Continued Attention Needed. While gains have been made across ethnicities; there remains a 10-point gap between white and African- American males; a 5-point gap between Hispanic and African- American males, and a 15- point gap between Hispanic and white males in SY 2008/09.
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Maryland Model for School Readiness Impact on Maryland School Assessment Continued academic success. Children who enter school fully ready to do kindergarten work in two key Domains of Learning (Language & Literacy and Mathematical Thinking) are more likely to be proficient on the Grade 3 Maryland School Assessment (MSA) in reading and math.
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Maryland Model for School Readiness Gains among children from all income levels Extraordinary gains. Low- income children (as indicated by Free and Reduced Price Meal status) experienced a 31-point gain in full readiness in the past eight years. Challenges Exist. 65% of low- income children are school- ready, compared with 79% of mid- to high-income children. This year, more than 7,800 low-income and 7,500 mid- to high-income children required support to do kindergarten work.
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Maryland Model for School Readiness Noteworthy gains by English Language Learners Tremendous Progress. English Language Learners (ELL— children whose first language is not English) experienced a 25- point increase in full readiness since 2001/02. ELL experienced a 22-point increase in the Language & Literacy Domain in the past eight years. ELL Status Significant Risk Factor. ELL children are less likely to be fully ready than English-proficient children: 60% of ELL children were fully ready for school, compared with 75% of their English-proficient peers.
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Maryland Model for School Readiness Gains by children receiving special education services Improvements Seen. 47% of children receiving Special Education Services were fully ready for school in 2008/09, a 4-point increase from last year and a 17-point increase from 2001/02. Challenges Exist. Children receiving special education services did not improve at the same rate as their peers: an 18-point difference in 2001/02 widened to a 29- point difference in 2008/09.
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Maryland Model for School Readiness High-quality early learning promotes school readiness High-quality programs are crucial. Children who were enrolled in pre-K programs (75%), child care centers (77%) and non-public nursery schools (86%) the year prior to kindergarten exhibited higher school readiness levels than those who were at home or in informal care settings (63%) the year prior to kindergarten.
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Evidence Shows that the gaps are closing: ◦ 2009 MSA results show that all subgroups made progress ◦ MGT study (independent evaluator of Bridge to Excellence program) shows that increased funding combined with strong accountability and comprehensive planning has contributed to the closing of gaps ◦ Most pronounced at the early grades ◦ Early learning has lasting effects ◦ It is harder to erase early deficits in later years
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Closing Achievement Gaps for All Races
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Gaps closing but still persist: ◦ Statewide patterns prevail Minority and economically disadvantaged students Students receiving services
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100% of students must score proficient by 2014 States and local governments face major budget challenges Now, more than ever, stakeholders need to have meaningful discussions on data-driven decision making
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MSDE Maryland Model for School Readiness ◦ www.MDSchoolReadiness.org www.MDSchoolReadiness.org Ready At Five ◦ www.readyatfive.org www.readyatfive.org Maryland Report Card ◦ www.mdreportcard.org www.mdreportcard.org School Improvement in Maryland ◦ www.mdk12.org www.mdk12.org Parsing the Achievement Gap II ◦ www.ets.org/research/pic www.ets.org/research/pic
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