the early matters coalition early matters - may 3rd... · the early matters coalition earl maxwell,...
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The Early Matters Coalition
Earl Maxwell, St. David's foundation
Malini Rajput, JP Morgan Chase & Co
Leslie Sweet, H-E-B
Mark Williams, ACC District Board of
Trustees
Ali Khataw, Encotech Engineering /
Asian Chamber of Commerce
Jesús Garza, Seton Healthcare
Family
Christina Ayer, Kerbey Lane Cafe
Samuel Bryant, Bryant Wealth
Investment Group
John Cullen, Capstar Partners
Elizabeth Christian, Elizabeth
Christian Public Relations
Matt McDonnell, Notley Ventures
Rosie Mendoza, R. Mendoza & Co
Catherine Morse, Enoch Kever
Reza Piri, Gennovacap / Team Austin
Blanca Garcia Zamora, Casa Blanca
Realty
Peter Beck, The Beck Group
Thornton Hardie, The Rees-Jones
Foundation
Clint McDonnough, Dallas Citizens
Council
Jeremy Smith, Rainwater Charitable
Foundation
Mary Jalonick, The Dallas Foundation
Charles Glover, Meadows Foundation
Jay Clingman, JP Morgan Chase &
Co
Todd Williams, The Commit
Partnership
Regen Horchow Fearon, Zero to Five
Funders Collaborative
Angela Farley, Dallas Regional
Chamber
Dena Jackson, Dallas Women's
Foundation
Daniel Waldmann, Tenet Healthcare
Susan Hoff, United Way Dallas
Austin Dallas Houston
Bob Harvey, Greater Houston
Partnership
Scott McClelland, H-E-B
Nancy Kinder, Kinder Foundation
Dan Gilbane, Gilbane Group
Ed Emmett, Harris County Judge
Anna Babin, United Way of Greater
Houston
Jim Postl, Former CEO of Pennzoil-
Quaker State Company
Lance Gilliam, Former Housing
Authority Chairman
Donald Bowers, Houston Branch
Federal Reserve Bank
Neil Bush, Barbara Bush Houston
Literacy Foundation
Susan Landry, Children's Learning
Institute
Stephen Klineberg, Kinder Institute for
Urban Research
Note: Representative list of coalition, not a full list of Early Matters members
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Early Matter's objective is to get children reading at grade level
by 3rd grade; Pre-K is instrumental to this goal
3rd Grade Reading Pre-K Enrollment
Many studies highlight the importance of early
learning during young ages while children's
brains are developing at a rapid rate1. Early
education has been demonstrated to result in
significant long term benefits and increased
future academic performance.
3rd grade reading is a key transition point in
which a student switches from "learning to
read" to "reading to learn". This point is a
critical indicator of future success both inside
and outside of a classroom.
1. First things first (2017). The First Five Years. Retrieved at https://www.firstthingsfirst.org /why-early-childhood-matters/the-
first-five-years
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3rd grade reading comprehension is directly linked to future
success
3rd Grade Reading
Data shows that disparities in literacy during the early grades are linked to persistent
achievement gaps. If children are behind by third grade, they generally stay behind
throughout school.1
• Reading at grade level is one of the strongest predictors of later success in school.
Students at or above grade level reading in earlier grades graduate from high
school and attend college at higher rates than peers reading below grade level2
• ~75% of students who were poor readers in 3rd grade will remain poor readers in
high school3
Students with low literary achievement tend to have more behavioral and social
problems in subsequent grades4
Additionally, Longitudinal studies find that students who do not read at grade level by
third grade are four times more likely to drop out of high school than proficient readers5
• Students who fail to graduate in have a plethora of future problems from high rates
of incarceration to lower earning potential6
Sources: 1) Schorr, Lisbeth, and Marchand, Vicky. 2007. Pathway to Children Ready for School and Succeeding at Third Grade. Cambridge: Project on Effective Interventions at
Harvard University. 2) Lesnick, Joy et al. 2010. Reading on Grade Level in Third Grade: How Is It Related to High School Performance and College Enrollment? Chicago:
Chapin Hall at the University of Chicago 3) US Department of Education, America Reads Challenge (July 1999) Start Early Finish Strong: How to Help Every Child Become a
Reader 4) Miles, S. and Stipek, D. (2006) "Contemporaneous and Longitudinal Associations Between Social Behavior and Literacy Achievement in a sample Low-Income
Elementary School" 5) Hernandez, Donald. 2011. Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation. New York: Foundation for
Child Development and the Annie E. Casey Foundation. 6) Stark. Patrick et al (20015) Trends in High School Dropout rate and Completion Rates in the United States, NCES
30%28%
28%
28%
31%
29%
32% 32% 32%
34%35% 35%
20%
25%
30%
35%
40%
2007 2009 2011 2013 2015 2017
% P
roficie
nt
Texas % Proficient
National % Proficient
Source: NAEP 2017 and 2015 report
Texas lags behind the nation in early literacy, and the gap is growing
% Proficient in 4th Grade Reading per National Report Card (“NAEP”)
Texas has fallen to 46th for early literacy,
down from 40th in 2015
3rd Grade Reading
2% gap
to US
6% gap
to US
According to STAAR, only 44% of all Texas 3rd graders are reading at or above grade level
Source: 3rd grade reading rates: 2017 TEA STAAR report
Region% of
StudentsRegion Name
3R
“Meets”
1 8% Edinburg 42%
2 2% Corp. Christi 41%
3 1% Victoria 37%
4 23% Houston 45%
5 2% Beaumont 39%
6 4% Huntsville 45%
7 3% Kilgore 41%
8 1% Mt. Pleasant 43%
9 1% Wichita Falls 39%
10 16% Richardson 46%
11 11% Fort Worth 47%
12 3% Waco 41%
13 7% Austin 50%
14 1% Abilene 43%
15 1% San Angelo 37%
16 2% Amarillo 42%
17 2% Lubbock 38%
18 2% Midland 36%
19 3% El Paso 44%
20 9% San Antonio 39%
Total 100% Texas 44%
1
2
3
45
6
7
89
19
20
18
17
16
15
14
13
12
11
10
2017 STAAR 3rd Grade Reading “Meets Grade Level” Rates by ESC Region
<39%
39%-42%
42%-45%
>45%
3rd Grade Reading
Notable 3rd grade reading proficiency gaps exist based on income and race
Source: 3rd grade reading rates: 2017 TEA STAAR report
Income
Income-based gap29% 28%
Race
Hispanic/White gap23% 21%
2017 3rd Grade Reading “Meets Grade Level” Rates by Income and Race
28%33%
57% 61%
39%44%
0%
20%
40%
60%
80%
2013 2014 2015 2016 2017
EcoDis Not EcoDis All
27%30%
31%37%
54%58%
39%44%
2013 2014 2015 2016 2017
Black Hispanic White All
Black/White gap27% 28%
3rd Grade Reading
Pre-K is linked to increased Kindergarten readiness, which impacts 3rd grade reading proficiency
Pre-K Enrollment
60%
26%
0%
20%
40%
60%
80%
Attended Pre-K No Pre-K
Kindergarten Readiness, 2015
~2x
61%
19%
0%
20%
40%
60%
80%
K Ready Not K Ready
3rd Grade Reading “Meets,” 2015
~3x
Pre-K: Students who attended Pre-K were 2x more likely to be Kindergarten Ready
K-Ready: Students who were K-Ready were 3x more likely to be reading at grade level in 3rd grade four years later
Source: Istation reading assessments from this district were used to determine impact of Pre-K on Kindergarten Readiness and impact on
Kindergarten Readiness on 3rd grade reading performance on the STAAR 2015 exam
Case study at a Dallas ISD
Pre-K attendance increases kindergarten readiness of eligible students across the state
1 Kindergarten readiness rates reflect the percentage of students who met or exceeded the cut-off score for a particular assessment out of all students who were assessed.2 Assessed using an assessment on the Commissioner’s List of Reading Instruments.3 To be eligible to attend a state funded prekindergarten program, the child must meet one of the following prekindergarten eligibility criteria:
• is unable to speak and comprehend the English language;
• is educationally disadvantaged, which means a student eligible to participate in the national free or reduced-price lunch program;
• is homeless;
• is the child of an active duty member of the armed forces of the United States;
• is the child of a member of the armed forces who was injured or killed while on active duty;
• is the child of a person eligible for the Star of Texas Award as a peace officer, firefighter, or emergency medical first responder; or
• is or ever has been in foster care.4 Students in this group may have attended private prekindergarten.5 Students in this group may have attended private prekindergarten, may have attended public prekindergarten, or may not have attended prekindergarten.
Source: TEA data and Independent district reporting
59% 58%
42%
71%
0%
20%
40%
60%
80%
100%
Kindergarten Readiness1 in Texas 2016-17
+16%
n=273K n=125K n=58K n=90K
All assessed2
kindergarteners
Eligible3, attended
public Pre-K in
previous year
Not Eligible5Eligible3, did not
attend public Pre-
K4 in previous year
Pre-K Enrollment%
of stu
de
nts
me
etin
g
kin
de
rga
rte
n r
ead
iness s
tand
ard
s
67%71%
63%66% 69%
56%
70%
80%
70% 67%
45%
54%47%
40%35% 37%
51%
59%
49%53%
0%
20%
40%
60%
80%
100%
Da
llas
Co
un
ty
Ca
rro
llto
n-
F.B
. IS
D
Ce
da
r H
illIS
D
Da
llas IS
D
Deso
to IS
D
Du
nca
nvill
eIS
D
Ga
rlan
d IS
D
Lan
caste
rIS
D
Me
squ
ite
ISD
Ric
hard
son
ISD
Pre-K trends hold across the state: Dallas County
Source: Kindergarten Readiness: Texas Public Education Information Resource, 2016; Student EcoDis found in TEA TAPR 2017
Note: Data is not available for Coppell ISD, Grand Prairie ISD, Highland Park ISD, Irving ISD, and Sunnyvale ISD
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Kindergarten Readiness of Dallas County districts’ Economically Disadvantaged students who
attended Pre-K vs. those who did not attend Pre-K, 2016-2017
District
EcoDis, %
+22% +17% +16% +27% +33% +18% +19% +21% +21% +13%Impact
of Pre-K
72% 65% 68% 88% 72% 76% 64% 87% 75% 54%
Pre-K Enrollment
EcoDis Kindergarteners who attended Pre-K EcoDis Kindergarteners who did not attend Pre-K
District offers at least some full day Pre-K
+20% +20% +25% +26% +40% +22% +26% +17% +22% +21% +17% +12% +2% +17% +29% +16% +12%
64% 86% 83% 80% 50% 50% 80% 64% 77% 36% 33% 29% 41% 50% 78% 79% 69%
Pre-K trends hold across the state: Harris County
Source: Kindergarten Readiness: Texas Public Education Information Resource, 2016; Student EcoDis found in TEA TAPR 2017
Note: Data is not available for Deer Park ISD, Friendswood ISD, Spring Branch ISD, and Tomball ISD6
Kindergarten Readiness of Harris County districts’ Economically Disadvantaged students who
attended Pre-K vs. those who did not attend Pre-K, 2016-2017
District
EcoDis, %
64%71% 68% 66%
82%
73%69%
58%61%
77%72% 72%
54%
65%59%
34%
57%
44%51%
43%40% 42%
52%
43% 41% 39%
56% 55%60%
52%47%
30%
18%
45%
0%
20%
40%
60%
80%
100%
Ha
rris
Co
un
ty
Ald
ine IS
D
Alie
f IS
D
Ch
an
ne
lvie
wIS
D
Cro
sby IS
D
Cyp
ress-
Fbks. IS
D
Ga
lena
Pa
rkIS
D
Go
ose
Cre
ek C
ISD
Ho
usto
n IS
D
Hu
ffm
an IS
D
Hu
mb
le IS
D
Ka
ty IS
D
Kle
in IS
D
La P
ort
e IS
D
Pa
sad
en
aIS
D
Sh
eld
on
IS
D
Sp
ring
IS
D
Impact
of Pre-K
EcoDis Kindergarteners who attended Pre-K EcoDis Kindergarteners who did not attend Pre-K
Pre-K Enrollment
District offers at least some full day Pre-K
Pre-K trends hold across the state: McLennan County
Source: Kindergarten Readiness: Texas Public Education Information Resource, 2016; Student EcoDis found in TEA TAPR 2017
Note: Data not available for Axtell ISD, Bosqueville ISD, Bruceville-Eddy ISD, China Spring ISD, Crawford ISD, Gholson ISD, Mart ISD,
Riesel ISD, and Robinson ISD
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Kindergarten Readiness of McLennan County districts’ Economically Disadvantaged students
who attended Pre-K vs. those who did not attend Pre-K, 2016-2017
65%
84% 85%
60%
42%
63%
45%
72%
79%
38%
69%
53%
27% 25%
57%
39%34%
45%
0%
20%
40%
60%
80%
100%
McLennanCounty
ConnallyISD
La VegaISD
Lorena ISD McGregorISD
Midway ISD Moody ISD Waco ISD West ISD
+26% +15% +33% +33% +17% +5% +6% +37% +34%Impact
of Pre-K
District
EcoDis, % 60% 77% 88% 24% 72% 30% 69% 85% 42%
Pre-K Enrollment
EcoDis Kindergarteners who attended Pre-K EcoDis Kindergarteners who did not attend Pre-K
District offers at least some full day Pre-K
Quality preschool programs have been found to reduce acting out and
aggressive behaviors in elementary school1.
Research studies2 have observed that students participating in
preschool have
• Reduced prevalence of juvenile and adult crime
• Increased high school graduation rate and college attendance
• Reduced joblessness
• Reduced chances of teen pregnancy
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Pre-K benefits extend beyond helping students become kindergarten ready and reading at grade level by 3rd grade
1. Gregory Camilli et al., “Meta-Analysis of the Effects of Early Education Interventions on Cognitive and Social Development,”
Teachers College Record 112 (2010): 579–620.
2. Talia Berkowitz et al., “Math at Home Adds up to Achievement in School,” Science 350, no. 6257 (2015):
196–98, doi: 10.1126/science.aac7427
Pre-K Enrollment
Houston survey indicates population is in favor of more school funding, specifically in Pre-K
Schools need more funding Providing Universal Preschool
55%
Have Enough
Money
40%
Need Much
More Money
49%
Have Enough
Money
45%
+6%
Need Much
More Money
Spring 2018Spring 2009
"The schools have enough money, if used wisely, to provide a quality
education" – or – "In order to provide a quality education, significantly
more money will be needed"
"What about increasing local taxes in order to
provide universal preschool education for all
children in Houston?"
Favor
67%
Oppose
30%
Source: Rice University, Kinder Institute for Urban Research, The 2018 and 2009 Kinder Houston Area Survey
Pre-K Enrollment
Spring 2018
Despite strong evidence of its benefit, Pre-K enrollment of eligible students is flat
Source: 2017 TEA report (TPEIR)
% of Eligible Three and Four Year Olds Enrolled in Pre-K Across Texas Since 2013
42% 42%
76% 74%
8% 9% 11%
0%
20%
40%
60%
80%
2013 2014 2015 2016 2017
PK Eligible Student 3 and 4 Year Olds Enrollment 4 Year Olds Eligible Enrollment
3 Year Olds Eligible Enrollment
Pre-K Enrollment
Key Takeaways
3rd grade reading proficiency is a key turning point in childhood education
• Yet, Texas is falling further behind compared to the rest of the US
• Gaps in 3rd grade reading are most stark for students of color and
economically disadvantaged students
Quality Pre-K is a great opportunity to positively impact rates of 3rd grade
reading proficiency and other student success factors
• Pre-K leads to significantly increased Kindergarten readiness and
increased 3rd grade reading proficiency for the students that have the
largest achievement gaps
• Pre-K has significant other benefits related to future success and
increased social emotional skills
• There is public will to increase some funding and support for Pre-K
Policy Recommendations
Support full day ADA. Studies are clear on the benefits of full day Pre-K,
especially for economically disadvantaged students and students of color.
Provide resources to support and incentivize district efforts to increase the
number of students that meet 3rd grade reading standards
• Create incentives for districts to hire and keep effective teachers in
Pre-K through 2nd grade vs. placing them in tested grades
• Focus early literacy support on populations that are most likely to
benefit (i.e., economically disadvantaged students and students of
color)
Provide districts full day ADA credit for full day Pre-K for the purposes of
recapture in order to further incentivize use of full-day Pre-K
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