educare colorado and colorado children’s campaign first-ever statewide k-1 teacher survey on...
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Educare ColoradoEducare Coloradoand and
Colorado Children’s CampaignColorado Children’s Campaign
First-Ever Statewide K-1 Teacher Survey on School Readiness
February 20, 2002
Methodology
• Five (5) surveys were mailed to each Colorado elementary school during the month of November 2001 to be filled out by kindergarten and first-grade teachers.
• Teachers were asked to answer a series of questions in order to gain a better understanding of the current social, emotional and academic abilities of children entering the classroom and determine the importance of these skills.
• Results examined both in aggregate and by CSAP performance levels.
• Data compiled and analyzed by Market Perceptions Inc., a Denver-based marketing research firm.
Overall Teacher Overall Teacher PerceptionsPerceptions
“How much emphasis should be given to learning activities including language
acquisition and cognitive sequencing for children from birth until the age of
three?”
2%
7%
30%
61%
1%
7%
28%
64%
0% 20% 40% 60% 80% 100%
Not At All Important Role
Not Very Important Role
Somewhat Important Role
Very Important Role
Extremely Important Role
Kindergarten Teachers First-Grade Teachers
91% of kindergarten and 92% of first-grade
teachers believe that learning activities are either
“Extremely” or “Very Important” for children from birth until the
age of three.
17%
83%
2%
15%
83%
0% 20% 40% 60% 80% 100%
Not At All Important Role
Not Very Important Role
Somewhat Important Role
Very Important Role
Extremely Important Role
Kindergarten Teachers First-Grade Teachers
100% of kindergarten and 98% of first-grade
teachers believe that learning activities are either
“Extremely” or “Very Important” for children between the ages of
four and six.
“How much emphasis should be given to learning activities including language
acquisition and cognitive sequencing for children between the ages of four and
six?”
Overall Skill Overall Skill AssessmentAssessment
“In general, what percentage of the children entering your classroom are academically, emotionally and
socially prepared to learn?”
60%
60%
66%
67%
65%
66%
0% 20% 40% 60% 80% 100%
First Grade
Teachers
Kindergarten
Teachers
Academically Emotionally Socially
Kindergarten and first-grade teachers agree that approximatelyone-third of children entering the classroom are NOT emotionally and socially prepared to learn …
… and agree thatfour-out-of-ten children entering
the classroom are NOT academically prepared to learn!
The “Most Important” The “Most Important” SkillsSkills
99% of kindergarten teachers rate the “ability to interact positively with other children as either “Extremely” or “Very Important” to succeed in school…
99%…but say that four-out-of-ten of their children do NOT possess this skill when they enter school!
40%
Importance
Experience
98%
In addition, 98% of first-grade teachers rate the “ability to interact positively with other children as either “Extremely” or “Very Important” for students to succeed in school…
32%
…but say that three-out-of-ten of their children do NOT possess this skill when they enter first grade!
Kindergarten Teachers
First-Grade Teachers
Kindergarten Teachers
First-Grade Teachers
In addition, 99% of first-grade teachers rate the “ability to recognize their name in print” as either “Extremely” or “Very Important” to succeed in school…
99%
…but say that one-out-of-ten children do NOT possess this skill when they enter first grade!
10%
Importance
Experience
87%
87% of kindergarten teachers rate the “ability to recognize their name in print” as either “Extremely” or “Very Important” for students to succeed in school…
33%…but say that one-third of their children do NOT possess this skill when they enter school!
Kindergarten Teachers
First-Grade Teachers
Kindergarten Teachers
First-Grade Teachers
Further InsightsFurther Insights
79%
79% of kindergarten teachers believe the ability to recognize the difference between numbers and letters is “Extremely” or “Very Important…
Importance
Experience
42%
…but four-out of-ten kindergarten students do NOT have this skill!
97%
97% of first-grade teachers believe the ability to recognize the difference between numbers and letters is “Extremely” or ‘Very Important……but report that one-in-five first-grade students cannot recognize the difference between numbers and letters!
20%
Kindergarten Teachers
First-Grade Teachers
Kindergarten Teachers
First-Grade Teachers
Importance
Experience
83%
83% of kindergarten teachers believe the ability to grasp a pencil and position a piece of paper correctly is “Extremely” or “Very Important…
…but nearly three-out-of-ten children enter first grade unable to grasp a pencil and position a piece of paper correctly!
28%
Kindergarten Teachers
First Grade Teachers
Kindergarten Teachers
First Grade Teachers
91%
91%of first-grade teachers believe the ability to grasp a pencil and position a piece of paper is “Extremely” or “Very Important…
38%
…but nearly four-out-of-ten children enter school unable to grasp a pencil and position a piece of paper correctly!
72%
72% of kindergarten teachers believe the ability to count to 20 is “Extremely” or “Very Important…
Importance
Experience
37%
…but nearly four-out of-ten kindergarten students do NOT have this skill!
94%
94% of first-grade teachers believe the ability to count to 20 is “Extremely” or ‘Very Important……but nearly one-in-five first-grade students cannot count to 20!
18%
Kindergarten Teachers
First-Grade Teachers
Kindergarten Teachers
First-Grade Teachers
70%
70% of kindergarten teachers believe the ability to recognize, name and draw basic shapes like a circle, square and triangle is “Extremely” or “Very Important…
Importance
Experience
39%
…but nearly four-out of-ten kindergarten students do NOT have these skills!
79%
79% of first-grade teachers believe the ability to recognize, name and draw basic shapes like a circle, square and triangle is “Extremely” or “Very Important ……but one-quarter of first-grade students do NOT have these skills!
25%
Kindergarten Teachers
First-Grade Teachers
Kindergarten Teachers
First-Grade Teachers
When asked to rate the statement “Children who start behind academically catch up with others during the academic year, 25% of kindergarten and 33% of first-grade teachers say rarely…
…while 70% of kindergarten and 62% of first-grade teachers say sometimes…
25
70
4 1
33
62
40
0
20
40
60
80
Rarely Sometimes Most of theTime
All of the Time
Kindergarten Teachers First-Grade Teachers
…and only 5% of kindergarten and 4% of first-grade teachers say most or all of the time!
The Correlation with The Correlation with CSAPCSAP
“In general, what percentage of the children entering your classroom are academically, emotionally and socially
prepared to learn?”?”
Overall Skill
Assessment
Within those districts that had at least 80% of “proficient or above” third-grade reading CSAP scores, 70% of incoming
kindergarten and first-grade students are prepared to learn.
Within those districts that have between 70% and 79% of “proficient or above” third-grade reading CSAP scores, 65% of incoming kindergarten and first-grade students are
prepared to learn.
53
61
65
70
40 50 60 70 80
Below 60%
60% to 69%
70% to 79%
80% or Higher
Percent of “proficient or above” 2001 third-
gradereading CSAP
scores
Within those districts that have between 60% and 69% of “proficient or above” third-grade reading CSAP scores, 61% of incoming kindergarten and first-grade students are
prepared to learn.
Within those districts that have below 60% of “proficient or above” third-grade reading CSAP scores, 53% of incoming
kindergarten and first-grade students are prepared to learn.
Individual Skill AssessmentKindergarten and first-grade teachers within those districts that have at least 80% of “proficient or above” third-grade reading CSAP scores report that approximately six-out-of-ten of their students have the ability to read and spell simple words.
40
42
47
51
52
55
59
60
40 60 80 100
Spell SimpleWords
Read SimpleWords
80% or Above
70% to 79%
60% to 69%
Below 60%
Percent of “proficient or above”
third-grade reading CSAP scores
Percent of kindergarten and first-grade students who can accomplish task
Kindergarten and first-grade teachers within those districts that have less than 60% of “proficient or above” third-grade reading CSAP scores report that only four-out-of-ten of their incoming students have these abilities.
“In general, what percentage of the children entering your classroom are prepared to learn the following skills?”
Individual Skill
Assessment
Similar differences in ability can be found between these four district groups when looking at other individual skills as well.
Percent of kindergarten and first-grade students who can accomplish task
59
60
57
69
66
73
68
77
67
75
72
80
71
79
79
85
40 60 80 100
Interact Positively
Count to 20
Numbers and Letters
Recognize Name in Print
80% or Above
70% to 79%
60% to 69%
Below 60%
Percent of “proficient or above”
third-grade reading CSAP scores
Thank You!Thank You!