Cecilia Sisk [email protected] Winston-Salem/Forsyth County Schools Fall 2012.

WS/FCS PRE-K ENDURING IMPACT

Cecilia [email protected]

Winston-Salem/Forsyth County SchoolsFall 2012

LAP-D General Description

LAP-D assesses children from 30-72 months old

Four domains and 8 subscales :Cognitive LanguageFine Motor Gross Motor

Only use two domains and 4 subscales

LAP-D ContentDomain/Subscales Behavior (48-54 Months CA)

Cognitive Matching-Forms square from 2 triangles to match design-Places pictures of objects on related samples

Cognitive Counting -Recites numbers 1-20

Language Naming-Names 18 pictures of common objects-Names the cause for 3 given events

Language Comprehension -Selects 4 pictures related to a sentence read-Points to 5 printed numerals between 1 and 10

Demographics

47% boys and 53% girls

66% spoke English as primary language at home, 33% spoke Spanish, and 1% other.

55% were African American, 36% Hispanic American, 4% Caucasian, 3% Mixed Race, and 2% other.

Beginning End Growth

Domain/Subscale N Mean Z score

MeanZ score

MeanZ score

Language Naming 159 -1.00 0.41 1.41

Cognitive Matching 158 -0.90 0.48 1.37

Language Comprehension 160 -1.00 0.15 1.16

Cognitive Counting 158 -0.71 0.33 1.04

Overall WS/FCS Pre-K StudentsPerformance LAP-D (2005-2006)

Z Scores/Percentile Ranks Comparisons for LAP-D (2005-2006)

Beginning of Year

End of Year

Subscale Mean Z score

Percentile Rank

Mean Z score Percentile Rank

Cognitive Counting -0.71 24 0.33 63

Cognitive Matching -0.90 19 0.48 68

Language Naming

-1.00 16 0.41 66

Language Comprehension -1.00 16 0.15 56

Cognitive Matching Subscale by Gender

Beginning of Year End of Year-1.2

-1

-0.8

-0.6

-0.4

-0.2

2.22044604925031E-16

0.2

0.4

0.6

0.8

1

1.2

-0.97000000000

0001

0.56

-0.83000000000

0001

0.41

Male Female

Subsca

le Z

S

core

s

Cognitive Counting Subscale by Gender

Beginning of Year End of Year-1

-0.8

-0.6

-0.4

-0.2

0

0.2

0.4

0.6

0.8

1

-0.81

0.27

-0.61000000000

0001

0.390000000000005

Male Female

Subsca

le

Z

Sco

res

Language Naming Subscaleby Gender

Beginning of Year End of Year-1.2

-1

-0.8

-0.6

-0.4

-0.2

2.22044604925031E-16

0.2

0.4

0.6

0.8

1

1.2

-1.05

0.37

-0.96000000000

0001

0.45

Male Female

Subsc

ale

Z

Sco

res

Language Comprehension Subscaleby Gender

Beginning of Year End of Year-1.2

-1

-0.8

-0.6

-0.4

-0.2

2.22044604925031E-16

0.2

0.4

0.6

0.8

1

1.2

-1.12

0.01

-0.92

0.27

Male Female

Subsc

ale

Z

Sco

res

Cognitive Matching Subscaleby Ethnicity

Beginning of Year End of Year-1

-0.8

-0.6

-0.4

-0.2

0

0.2

0.4

0.6

0.8

1

-0.91

0.46

-0.91

0.42

African American Hispanic American

Subsca

le Z

S

core

s

Cognitive Counting Subscale by Ethnicity

Beginning of Year End of Year-1.2

-1

-0.8

-0.6

-0.4

-0.2

2.22044604925031E-16

0.2

0.4

0.6

0.8

1

1.2

-0.54

0.42

-0.99

0.13

African American Hispanic American

Subsc

ale

Z

Sco

res

Language Naming Subscaleby Ethnicity

Beginning of Year End of Year-1.5

-1.2

-0.899999999999999

-0.599999999999999

-0.299999999999999

1.55431223447522E-15

0.300000000000002

0.600000000000002

0.900000000000003

1.2

1.5

-0.78

0.57

-1.45

0.04

African American Hispanic American

Subsc

ale

Z

Sco

res

Language Comprehension Subscaleby Ethnicity

Beginning of Year End of Year-1.4

-1.2

-1

-0.8

-0.6

-0.4

-0.2

2.22044604925031E-16

0.2

0.4

0.6

0.8

1

1.2

1.4

-0.8700000000

00008

0.20

-1.32

-0.04

African American Hispanic American

Subsc

ale

Z

Sco

res

Cognitive Matching Subscaleby Language

Beginning of Year End of Year-1

-0.8

-0.6

-0.4

-0.2

0

0.2

0.4

0.6

0.8

1

-0.92

0.49

-0.8600000000

00001

0.49

English Spanish

Subsca

le Z

S

core

s

Cognitive Counting Subscaleby Language

Beginning of Year End of Year-1

-0.8

-0.6

-0.4

-0.2

0

0.2

0.4

0.6

0.8

1

-0.59

0.46

-0.9500000000

00001

0.08

English Spanish

Subsca

le Z

S

core

s

Language Naming Subscaleby Language

Beginning of Year End of Year-1.5

-1.2

-0.899999999999999

-0.599999999999999

-0.299999999999999

1.55431223447522E-15

0.300000000000002

0.600000000000002

0.900000000000003

1.2

1.5

-0.83000000000

0001

0.59

-1.35

0.09

English Spanish

Subsc

ale

Z

Sco

res

Language Comprehension Subscaleby Language

Beginning of Year End of Year-1.5

-1.2

-0.899999999999999

-0.599999999999999

-0.299999999999999

1.55431223447522E-15

0.300000000000002

0.600000000000002

0.900000000000003

1.2

1.5

-0.85000000000

0001

0.30

-1.35

-0.15

English Spanish

Subsc

ale

Z

Sco

res

Matching Criteria

Ethnicity Gender LEP status School

All students attend Title I schools

Demographics

PRE-K 2005-2006 3RD GRADE 2009-2010

53% girls and 47% boys

55% African American, 36% Hispanic American

66% spoke English as primary language at home and 33% spoke Spanish

55% girls and 45% boys

55% African Americans, 33% Hispanic American

67% not LEP and 31% LEP

2010 3rd Grade EOG Scores based on WS/FCS Pre-K Attendance

Pre-K Group N Mean Std. Deviation

EOG READING

WS/FCS Pre-K 99 336.07 10.33

Not WS/FCS Pre-K 98 330.07 11.95

EOG MATH

WS/FCS Pre-K 99 344.17 8.70

Not WS/FCSPre-K 98 339.30 9.08

2010 3rd Grade EOG Reading

NC WS/FCS Pre-K Not WS/FCS Pre-K0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

22%29%

50%19%

25%

20%38%

36%

25%22%

10% 5%

Level 1 Level 2 Level 3 Level 4

Perc

en

tag

e P

er

Level

2010 3rd Grade EOG Math

NC WS/FCS Pre-K Not WS/FCS Pre-K0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

5% 5%14%

19% 19%

28%

48%55%

52%

28%21%

6%

Level 1 Level 2 Level 3 Level 4

Perc

en

tag

e P

er

Level

3rd Grade EOG Reading by Gender

Female Male Female MaleWS/FCS Pre-K Not WS/FCS Pre-K

322

324

326

328

330

332

334

336

338

340

337.342% 334.6

36% 332.428%

327.619%

EO

G S

core

3rd Grade EOG Reading by Gender

Female Male Female MaleWS/FCS Pre-K Not WS/FCS Pre-K

322

324

326

328

330

332

334

336

338

340

337.342% 334.6

36% 332.428%

327.619%

EO

G S

core

Stat. Sig. Diff.

3rd Grade EOG Math by Gender

Female Male Female MaleWS/FCS Pre-K Not WS/FCS Pre-K

336

337

338

339

340

341

342

343

344

345

344.645% 343.7

42%

339.025%

339.627%

EO

G S

core

3rd Grade EOG Reading by Ethnicity

African American

Hispanic American

African American

Hispanic American

WS/FCS Pre-K Not WS/FCS Pre-K

324

326

328

330

332

334

336

338

340

334.233%

337.645%

329.724%

329.524%

EO

G S

core

3rd Grade EOG Math by Ethnicity

African American

Hispanic American

African American

Hispanic American

WS/FCS Pre-K Not WS/FCS Pre-K

332

334

336

338

340

342

344

346

348

350

341.633%

348.157%

338.725%

339.727%

EO

G S

core

3rd Grade EOG Math by Ethnicity

African American

Hispanic American

African American

Hispanic American

WS/FCS Pre-K Not WS/FCS Pre-K

332

334

336

338

340

342

344

346

348

350

341.633%

348.157%

338.725%

339.727%

EO

G S

core

Stat. Sig. Diff.

ConclusionsWS/FCS Pre-K Immediate Impact

WS/FCS Pre-K children started about 1 SD below the norm and increased their performance to 0.34 SD above the norm, on average for all the subscales.

All students grew at the same rate regardless of their gender, ethnicity, or primary language spoken at home.

If there was a gap at the beginning of the year, the gap was still present at the end of the year for 4 out of 6 subscales.

The gap was strongly related to language.

ConclusionsWS/FCS Pre-K Long Term Impact

Attendance in WS/FCS Pre-K was positively related to Reading and Math proficiency in third grade.

Students that attended the WS/FCS Pre-K scored half a standard deviation higher than their counterparts who did not attend WS/FCS Pre-K.

Only EOG Math scores show a gap but in the reverse order than the LAP-D.

Questions?