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


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


Pre-K Enrollment


Pre-K trends hold across the state: McLennan County


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



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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