Ready For Kindergarten

A child’s first five years of life build the foundation for future learning.  Local and national studies indicate that parent engagement and early learning experiences are critical to a child’s future academic success, and that children who live in poverty are less likely to be prepared for school.  

Local data shows the greatest need for improvement in this indicator and there is also a tremendous community groundswell of existing coalitions in place to provide intervention and support.

Resources:
High Quality Pre-K Makes a Difference 2016 Policy Fact Sheet, thread
Alaska Pre-Kindergarten Program, Alaska Dept. of Education and Early Development Early Childhood Programs


% Ready for Kindergarten

The Alaska Developmental Profile (ADP) is a state-mandated assessment given to all incoming kindergartners within the first four weeks of school to measure 13 indicators in five domains of early learning.  A score of "0" (does not demonstrate), "1" (progressing) or "2" (consistently demonstrates) is given for each indicator.  The 90% by 2020 Partnership selected a benchmark of a combination of "1's" and "2's" with at least one "2" and no "0's" as a measure of "ready for kindergarten."
ASD Assessment & Evaluation

The Kindergarten Ready Network hosts Countdown to Kindergarten events that focus on a different area of the ADP each month. These events have fun games and activities for kids getting ready to enter kindergarten that teach them new skills and also teaches their parents how to play with their children in a way that promotes learning. 


kindergarten.gif
  Economically Disadvantaged Students (EDS) are those students who are eligible for free and reduced lunch programs as determined by federal income and eligibility levels. ASD Assessment & Evaluation

 

Economically Disadvantaged Students (EDS) are those students who are eligible for free and reduced lunch programs as determined by federal income and eligibility levels.
ASD Assessment & Evaluation

  In Anchorage, data shows a consistent gap in readiness between those students who have had preschool experience and those who have not.  We are looking at a number of factors that influence this gap, including determining what early childhood practices best support readiness. 

 

In Anchorage, data shows a consistent gap in readiness between those students who have had preschool experience and those who have not.  We are looking at a number of factors that influence this gap, including determining what early childhood practices best support readiness.