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Kindergarten Readiness Assessment Results

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Kindergarten Readiness Assessment Results Kindergarten Readiness Assessment Results Carey M. Wright, Ed.D. State Superintendent of Education June 2016 Kindergarten Readiness Assessment Results: June 2016 A Joint Publication Division of Research and Development • Dr. J. P. Beaudoin, Chief Research and Development Officer • Walt Drane, Executive Director of Student Assessment and School/District Accountability • Vincent Segalini, Assessment Director • Patrice Williams, MKAS2 State Coordinator Office of the Chief Academic Officer • Dr. Kim Benton, Chief Academic Officer • Dr. Nathan Oakley, Executive Director of Elementary Education and Reading • Dr. Jill Dent, Early Childhood Director • Dr. Kymyona Burk, State Literacy Director (K-12) • Dr. Tenette Smith, State Literacy Coordinator (K-3) • Robin Lemonis, Director of Student Intervention Services The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the basis of race, sex, color, religion, national origin, age, or disability in the provision of educational programs and services or employment opportunities and benefits. The following office has been designated to handle inquiries and complaints regarding the non-discrimination policies of the above mentioned entities: Director, Office of Human Resources Mississippi Department of Education 359 North West Street Suite 203 Jackson, Mississippi 39201 (601) 359-3511 Division of Research and Development Office of the Chief Academic Officer Page 2 of 26 Scale Score Explanation and Kindergarten Readiness Performance Levels The Kindergarten Readiness Assessment will provide parents, teachers, and early childhood providers with a common understanding of what children know and are able to do upon entering school. The primary purpose of the Kindergarten Readiness Assessment is to improve the quality of classroom instruction for students based on each student’s individual strengths and weaknesses. 530 Cut Score Explanation Seventy percent mastery of knowledge and skills in early literacy and numeracy at the beginning of kindergarten was selected as the level of mastery for the kindergarten readiness benchmark. Data shows it provides both a measurable distinction between Pre-K and kindergarten skills on STAR Early Literacy and a strong prediction to proficiency as measured by STAR Reading in Grade 3. The minimum scale score associated with 70 percent mastery, which is 530, was thus identified to be the beginning of year kindergarten readiness benchmark (Renaissance Learning 2014). A spring scale score of 681 places students on a trajectory toward mastery of grade 3 reading expectations. STAR Early Literacy Achievement Standards Performance Scale Level Score Descriptors Range Student is beginning to understand that printed text has meaning. The Early student is learning that reading involves printed words and sentences, Emergent 300-487 and that print flows from left to right and from the top to the bottom of Reader the page. The student is also beginning to identify colors, shapes, numbers, and letters. Student can identify most of the letters of the alphabet and can match most of the letters to their sounds. The student is also beginning to Late “read” picture books and familiar words around the home. Through Emergent 488-674 Reader repeated reading of favorite books with an adult, students at this stage are building their vocabularies, listening skills, and understandings of print. Student has mastered alphabet skills and letter-sound relationships. The student can identify many beginning and ending consonant sounds and long and short vowel sounds, and is probably able to blend sounds Transitional 675-774 Reader and word parts to read simple words. The student is also likely using a variety of strategies to figure out words, such as pictures, story patterns, and phonics. Student is becoming proficient at recognizing many words, both in and out of context. The student spends less time identifying and sounding out words, and more time understanding what was read. Probable Probable 775-900 Reader readers can blend sounds and word parts to read words and sentences more quickly, smoothly, and independently than students in the other stages of development. Division of Research and Development Office of the Chief Academic Officer Page 3 of 26 Kindergarten Readiness: Summary Results Table 1. Kindergarten Readiness Assessment Results Aggregate Scale Score Analysis Fall 2015 Spring 2016 K-Readiness Benchmark Score 530 681 State Scale Score (Average) 502 703 Students Scoring Below 23,966 63.89% 14,064 37.31% Benchmark Score Students Scoring At or Above 13,546 36.11% 23,627 62.69% Benchmark Score Total Test-Takers 37,512 100% 37,691 100% Table 2. State Level Results Number of Students Number of Students Classification Level Fall 2015 Spring 2016 Early Emergent 17,662 47.08% 1,803 4.78% Late Emergent 17,846 47.57% 11,566 30.69% Transitional Reader 1,767 4.71% 12,688 33.66% Probable Reader 237 <1% 11,634 30.87% Total Test-Takers 37,512 100% 37,691 100% Table 3. District Level Results Classification Level Number of Districts Number of Districts Fall 2015 Spring 2016 Early Emergent Reader 39 0 Late Emergent Reader 96 0 (Below 530) Late Emergent Reader 7 26 (At or Above 530) Transitional Reader 0 116 Probable Reader 0 0 Total Districts 142 142 *District total excludes Coahoma AHS and Forrest County AHS. Table 4. School Level Results Classification Level Number of Schools Number of Schools Fall 2015 Spring 2016 Early Emergent Reader 139 0 Late Emergent Reader 226 0 (Below 530) Late Emergent Reader 59 110 (At or Above 530) Transitional Reader 0 311 Probable Reader 0 5 Total Schools 426 426 Division of Research and Development Office of the Chief Academic Officer Page 4 of 26 Table 5. Districts with Highest Average Scale Scores School District Scale Score Avg. Spring Kosciusko School District 769 Union Public School District 767 Stone County Schools 765 Enterprise School District 762 Clinton Public Schools 760 Pearl River County Schools 757 Franklin County Schools 756 Pearl Public Schools 751 Jackson County Schools 749 Union County School District 745 Table 6. Schools with Highest Average Scale Scores School Scale Score Avg. Spring PERKINSTON ELEMENTARY SCHOOL 814 Stone County Schools WEIR ELEMENTARY SCHOOL 788 Choctaw County Schools FRENCH CAMP ELEMENTARY SCHOOL 786 Choctaw County Schools DAVIS MAGNET SCHOOL 776 Jackson Public Schools ITAWAMBA ATTENDANCE CENTER 774 Itawamba County Schools SMITHVILLE HIGH SCHOOL 772 Monroe County Schools POPE ELEMENTARY SCHOOL 770 South Panola School District KOSCIUSKO LOWER ELEMENTARY 769 Kosciusko School District WEST WORTHAM ELEMENTARY AND MIDDLE SCHOOL 768 Harrison County Schools PINEVILLE ELEMENTARY SCHOOL 768 Harrison County Schools Division of Research and Development Office of the Chief Academic Officer Page 5 of 26 Table 7. Districts with Greatest Scale Score Gains School District Scale Score Gain Stone County Schools 275 Kosciusko School District 266 Union Public School District 264 Houston School District 261 Pearl Public Schools 258 Baldwyn School District 256 Pearl River County Schools 255 Enterprise School District 253 Yazoo County School District 249 Sunflower Consolidated School District 245 Table 8. Schools with Greatest Scale Score Gains School District Scale Score Gain PERKINSTON ELEMENTARY SCHOOL 328 Stone County Schools POPE ELEMENTARY SCHOOL 286 South Panola School District WEST ELEMENTARY SCHOOL 276 Gulfport School District LEAKE COUNTY ELEMENTARY SCHOOL 274 Leake County Schools A W JAMES ELEMENTARY SCHOOL 273 Sunflower Consolidated School District CARVER ELEMENTARY SCHOOL 272 Jefferson Davis County Schools WEST OKTIBBEHA COUNTY ELEMENTARY 269 Starkville-Oktibbeha Consolidated School District KOSCIUSKO LOWER ELEMENTARY 267 Kosciusko School District FALKNER ELEMENTARY SCHOOL 267 North Tippah School District UNION ELEMENTARY SCHOOL 264 Union Public School District Division of Research and Development Office of the Chief Academic Officer Page 6 of 26 Table 9. District Kindergarten Scale Score Averages Scale Scale Scale District Score Avg. Score Avg. Score Test- Code School District Fall Spring Gain Takers 4820 Aberdeen School District 512 742 230 90 0200 Alcorn County Schools 527 714 187 236 0300 Amite County School District 454 694 240 75 4821 Amory School District 505 723 218 140 0400 Attala County School District 511 716 205 77 5920 Baldwyn School District 460 716 256 73 2320 Bay St. Louis-Waveland Schools 493 725 232 168 0500 Benton County Schools 501 702 201 79 2420 Biloxi Public Schools 513 710 197 480 5921 Booneville School District 523 687 164 132 4320 Brookhaven School District 485 710 225 256 0700 Calhoun County Schools 500 683 183 224 4520 Canton Public School 488 704 216 325 0800 Carroll County Schools 489 658 169 61 0900 Chickasaw County Schools 517 649 132 47 1000 Choctaw County Schools 520 738 218 115 1100 Claiborne County Schools 474 673 199 129 1420 Clarksdale Municipal Schools 505 669 164 264 0614 Cleveland School District 495 711 216 310 2521 Clinton Public Schools 545 760 215 376 1400 Coahoma County Schools 536 695 159 136 8111 Coffeeville School District 504 698 194 35 4620 Columbia School District 494 730 236 142 4420 Columbus Municipal Schools 485 664 179 319 1500 Copiah County Schools 494 692 198 218 0220 Corinth School District 509 722 213 240 1600 Covington County Schools 483 645 162 246 1700 DeSoto
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