Coming Back Stronger: Resilience and Opportunity. 2021-2022 Kindergarten Readiness Assessment Report

Autor/in	Hopkins, Robin L.
Institution	Maryland State Department of Education (MSDE), Division of Early Childhood
Titel	Coming Back Stronger: Resilience and Opportunity. 2021-2022 Kindergarten Readiness Assessment Report
Quelle	(2022), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; School Readiness; Child Development; Access to Education; Early Intervention; Poverty; At Risk Students; Kindergarten; Racial Differences; Ethnicity; English Language Learners; Preschool Education; Child Care; Language Skills; Emergent Literacy; Social Development; Physical Health; Psychomotor Skills; Child Behavior; Screening Tests; Economically Disadvantaged; Mathematics Skills; Counties; Gender Differences; Family Income; Students with Disabilities; COVID-19; Pandemics; Maryland + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Kindesentwicklung; Education; Access; Bildung; Zugang; Bildungszugang; Armut; Rassenunterschied; Ethnizität; Pre-school education; Vorschulerziehung; Kinderfürsorge; Kinderbetreuung; Language skill; Sprachkompetenz; Frühleseunterricht; Soziale Entwicklung; Gesundheitszustand; Psychomotorische Aktivität; Screening-Verfahren; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Geschlechterkonflikt; Familieneinkommen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	The majority of students in Maryland spent at least a portion of the last school year learning virtually, from public prekindergarten through college. Throughout the year, jurisdictions made individual decisions to allow for a gradual return to in-person school in a variety of ways. Lessons learned from the earliest stages of the pandemic made it possible for the Maryland State Department of Education (MSDE) and local officials to create plans for starting the 2021-2022 school year in-person. Along with establishing health metrics and guidelines to create and maintain a safer school environment, most local school systems chose to offer a separate virtual learning program so families could choose options based on their own needs. Twenty-two jurisdictions offered some form of virtual learning. This school year, kindergarten teachers used the Kindergarten Readiness Assessment (KRA) to assess 73% of the 60,608 kindergarteners enrolled in Maryland's public kindergartens. Although enrollment is still lower than pre-pandemic, a greater percentage of children were assessed on this year's KRA than in 2019-2020. Some of the key findings were: (1) 40% of Maryland's kindergarteners demonstrate readiness and entered classrooms prepared to fully participate in kindergarten. This is a 7-point decrease from the 2019--2020 (47%) school year, the last time the KRA was administered. The majority of kindergarteners (60%) do not demonstrate the knowledge, skills, and behavior to actively engage in the kindergarten curriculum; (2) 33% of kindergarteners are approaching readiness, and may require additional instruction based on their individual strengths and needs; and (3) 27% of kindergarteners are identified as emerging on the KRA, and will require targeted supports or interventions to be successful in kindergarten. This represents a 6-point increase over the prior KRA administration (21%), and accounts for many children who are at great risk of not catching up to their peers. [For "Readiness Matters: 2019-2020 Kindergarten Readiness Assessment Report," see ED612005.] (ERIC).
Anmerkungen	Maryland State Department of Education. 200 West Baltimore Street, Baltimore, MD 21201. Tel: 410-767-0600; Web site: http://www.marylandpublicschools.org/Pages/default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01