slide 1
Comparison of Young Children’s Development by Child and Family
Characteristics
Tulsa County Results
February 2014
Background

Risk to Ready encompasses the:
◦ Collection of data on Kindergarteners’ school readiness
◦ Sharing information in aggregate and by neighborhood
with local leaders

Purpose:
◦ To serve as a catalyst to mobilize and engage local
leaders around a data-driven and action-oriented
process
◦ To help early childhood stakeholders assess how to
better support school readiness
slide 2
Background

This Risk to Ready initiative part of a national
initiative currently in its 4th year of
implementation
slide 3
Background

Data collected on all Kindergarteners in each elementary
school in Tulsa, Union and Sand Springs school districts
◦ Occurred from Winter 2011 to Winter 2013

Summaries of findings focused on details by neighborhood
at www.risktoready.org
◦ Also available for Kay County and SE Oklahoma

This presentation – unlike the others shows details by child and family
characteristics and early childhood
education dosage
slide 4
Measuring School Readiness
Kindergartener school readiness is measured
using the Early Development Instrument (EDI)
 The EDI was developed by researchers at
McMaster University in Canada

◦ Observational checklist with 103 core items
◦ Completed by teachers between 3rd and 8th month of
school based on recall; takes about 10-15
minutes/student

Research supports that the EDI is a powerful
predictor of later school success
slide 5
Overall Results
At Risk
Somewhat
Ready
Physical
18%
27%
Social
14%
25%
Emotional
16%
26%
Language
13%
29%
Communication
10%
33%
Category Definitions for Each Domain0%
slide 6
50%
100%

“At Risk”: scoring <=10th percentile of national 2009-10 sample

“Very Ready”: scoring >=75th percentile
Overall Results
20%
18%
16%
14%
15%
11%
10%
13%
12%
11%
10%
Tulsa County (5,250
children)
National 2011-13
(75,310)
5%
0%
At Risk By Domain
slide 7
11%
10%
Domain
Physical health
and well-being
(13 items)
Social
competence (26
items)
Emotional
maturity (30
items)
Language and
cognitive
development (26
items)
Communication
slide 8
skills and general
Subdomains
% Not
Ready
Tulsa
% Not
Ready
Natio
n
Gross and fine motor abilities (holding pencil, climbing stairs,
manipulating objects, energy throughout day)
31%
30%
Physical independence (bathroom, hand preference)
17%
13%
Readiness for day (dressed appropriately, on time, fed, not
sick/tired)
12%
6%
Social competence (gets along/plays with other children,
confidence)
15%
11%
Approaches to learning (listens, works independently, follows
instruc.)
17%
13%
Respect and responsibility (follows rules, self control, tolerance)
14%
9%
Readiness to explore new things (curious about world)
Helps others
3%
32%
4%
29%
Not hyperactive or inattentive
24%
18%
Not aggressive
18%
11%
Not anxious or fearful
4%
3%
Basic literacy
9%
9%
Advanced literacy
16%
14%
Basic numeracy
13%
13%
Interest in books, reading, math and able to remember things
19%
16%
No subdomains. Domain covers ability to listen to a story in
English, tell a story, play imaginatively, articulate words,
Overall Results

When looking across domains for each child
◦ Two-thirds are not At Risk in any domain
At Risk
80%
Very Ready
80%
66%
60%
60%
40%
40%
15%
20%
9%
5%
3%
2%
0%
42%
20%
20%
13% 11%
9%
5%
0%
0
slide 9
1
2
3
4
Number of Domains
5
0
1
2
3
4
Number of Domains
5
Overall Results

Putting all the domains together, Tulsa children
are less school ready than children in other
Tulsa County (5,250
areas
19%
14%
Kinders)
National (75,310)
14%
18%
At Risk
Somewhat Ready
Kay County (496) 11%
Southeast OK (198)
14%
16%
Very Ready
23%
0% 20% 40% 60% 80% 100%
Category Definitions Over All Domains
◦ “At Risk”: Scoring “At Risk” on 2 or more domains
slide
10
◦ “Very Ready”: Scoring “Very Ready” on 4 or more domains
By District

Results vary by district within Tulsa County
Tulsa Public Schools
(3,820)
19%
Union Public Schools
(1,082)
16%
12%
18%
At Risk
Somewhat Ready
Very Ready
Sand Springs Public
Schools (348)
22%
16%
0% 20% 40% 60% 80%100%
slide
11
By National School Lunch Status

Differences by income can be examined within
Tulsa Public Schools only using data on
children’s National School Lunch Program status
Free (2,846 children)
Reduced (301 children)
22%
18%
Paid (603 children) 7%
10%
14%
22%
0% 20% 40% 60% 80% 100%
slide
12
At Risk
Somewhat Ready
Very Ready
By Race
White (2,013 children)
18%
17%
Hispanic (1,361 children)
15%
14%
African American(1,122
children)
24%
10%
Multiracial (350 children)
22%
12%
American Indian (192)
26%
9%
0% 20% 40% 60% 80%100%
slide
13
At Risk
Somewhat Ready
Very Ready
y
By Race and National School Lunch Status

The White-African American gap is narrowed
when controlling for income (TPS data only)
Free lunch: White (719)
White (1,278)
19%
African
American (964)
Multiracial
(278)
14%
25%
22%
0%
slide
14
10%
15%
Hispanic (927)
Hispanic
(1,077)
25%
13%
14%
13%
African American (834)
26%
8%
Multiracial (213)
23%
9%
9%
Paid: White (417)
7%
Hispanic (51)
6%
24%
10%
50% 100%
African American (61)
3%
Multiracial (39)
8%
20%
20%
15%
0% 20% 40% 60% 80%100%
By Gender
Female (2,446 children) 13%
18%
At Risk
Somewhat Ready
Very Ready
Male (2,802 children)
24%
10%
0% 20% 40% 60% 80% 100%
slide
15
By Special Education
Child does not have IEP
16%
(4,811 children)
15%
At Risk
Somewhat Ready
Very Ready
Child has IEP (398
children)
54%
1%
0% 20% 40% 60% 80% 100%
slide
16
Teacher Believes Child has Special Need
No (4,350 children) 10%
17%
At Risk
Somewhat Ready
Very Ready
Yes (898 children)
60%
0%
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17
0%
20% 40% 60% 80% 100%
Parent Attended Conference
No (832 children)
30%
6%
At Risk
Somewhat Ready
Very Ready
Yes (4,414 children)
17%
0%
slide
18
15%
20% 40% 60% 80% 100%
Parent Volunteered
No (3,392 children)
23%
10%
At Risk
Somewhat Ready
Very Ready
Yes (1,855 children) 12%
0%
slide
19
21%
20% 40% 60% 80% 100%
4-Year Old Pre-K Enrollment
4-year old Pre-K (3,137) 16%
15%
At Risk
Somewhat Ready
Very Ready
No Pre-K (2,113 children)
24%
12%
0% 20% 40% 60% 80%100%
4-year old Pre-K includes enrollment in the same district as
Kindergarten enrollment and CAP Tulsa Pre-K
slide
20
4-Year Old Pre-K Enrollment
Tulsa: Pre-K (2,259) 16%
Tulsa: No Pre-K (1,561)
24%
Union: Pre-K (678) 13%
Union: No Pre-K (404)
Sand Springs: Pre-K
(200)
Sand Springs: No Pre-K
(148)
14%
10%
19%
20%
16%
19%
18%
26%
At Risk
Somewhat Ready
Very Ready
14%
0% 20% 40% 60% 80% 100%
4-year old Pre-K includes enrollment in the same district as
Kindergarten enrollment and CAP Tulsa Pre-K
slide
21
Pre-K by National School Lunch Status
TPS Only
Free lunch: Pre-K (1,695) 18%
Free lunch: No Pre-K
(1,151)
28%
Reduced: Pre-K (175) 17%
Reduced: No Pre-K (126)
21%
12%
8%
12%
16%
Paid: Pre-K (370) 6%
23%
Paid: No Pre-K (233) 8%
20%
At Risk
Somewhat Ready
Very Ready
0% 20% 40% 60% 80% 100%
4-year old Pre-K includes enrollment in the same district as
Kindergarten enrollment and CAP Tulsa Pre-K
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22
4-Year Old Pre-K Enrollment
At Risk
Somewhat Ready
Very Ready
Physical: Pre-K
No Pre-K
15%
Social: Pre-K
No Pre-K
12%
Emotional: Pre-K
No Pre-K
15%
22%
16%
17%
Language: Pre-K
No Pre-K
9%
Communication: Pre-K
No Pre-K
8%
17%
14%
29%
23%
26%
22%
28%
24%
33%
23%
35%
30%
0% 20% 40% 60% 80% 100%
slide
23
By 3- and 4-Year Old Pre-K Enrollment

Children enrolled in 3-year old Pre-K are likely of
lower income; this is offsetting the impact of PreK3
Pre-K as 3 and 4 (547) 16%
14%
Pre-K as 4 only (2,590) 15%
16%
None known (2,018)
24%
At Risk
Somewhat Ready
Very Ready
12%
0% 20% 40% 60% 80% 100%
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24
3-year old Pre-K includes enrollment at CAP Tulsa and Rosa Parks
ECEC
Pre-K by National School Lunch Status
TPS Only
Free lunch: Pre-K 3 & 4
15%
(356)
11%
Free: Pre-K 4 only
(1,339)
12%
Free: None known
(1,080)
19%
28%
At Risk
Somewhat Ready
Very Ready
8%
0% 20% 40% 60% 80% 100%
4-year old Pre-K includes enrollment in the same district as
Kindergarten enrollment and CAP Tulsa Pre-K
slide
25
By Who Provided 4-Year Old Pre-K
CAP Pre-K 3 & 4 (219) 13%
CAP Pre-K 4 only (166)
CAP Pre-K 3 & school district
Pre-K 4 (328)
22%
12%
8%
18%
15%
Public School Pre-K 4 only
15%
(2,424)
16%
0%
At Risk
Somewhat Ready
Very Ready
20% 40% 60% 80% 100%
CAP Tulsa attendees would have been enrolled as late as 2011-12
slide
26
4-Year Old Pre-K Enrollment
Physical: CAP Pre-K 3 & 4 15%
CAP Pre-K 3; district… 15%
Social: CAP Pre-K 3 & 4 11%
CAP Pre-K 3; district… 15%
Emotional: CAP Pre-K 3 & 4 14%
CAP Pre-K 3; district… 22%
Somewhat Ready
At Risk
Very Ready
Language: CAP Pre-K 3 & 4 6%
CAP Pre-K 3; district…9%
Communication: CAP…5%
CAP Pre-K 3; district…7%
26%
27%
25%
25%
27%
27%
26%
35%
36%
34%
0% 20% 40% 60% 80% 100%
slide
27
By CAP Tulsa Enrollment
CAP Pre-K 4 Only (166)
22%
8%
CAP Pre-K 3 Only (423)
20%
14%
CAP Pre-K 3 & 4 Only
12%
(163)
14%
CAP as 2, 3, and 4 Only
13%
(38)
5%
CAP as 1, 2, 3, and 4
(17)
24%
6%
0% 20% 40% 60% 80% 100%
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28
At Risk
Somewhat Ready
Very Ready
By 4-Year Old Bracken Score

Bracken scores (available for children who
attended CAP Tulsa as 4-year olds) are related
to EDI scores
Bracken >=100 (50
8%
children)
Bracken >85 & <100 (49)
Bracken <=85 (42)
20%
26%
16%
6%
2%
0% 20% 40% 60% 80% 100%
slide
29
At Risk
Somewhat Ready
Very Ready
slide
31