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Our Results

Kidango is committed to evaluating the impacts of our programs to ensure a high-quality service that fully prepares children for Kindergarten. We work internally as well as with external partners to analyze the effects of our programs, enabling a process of continuous quality improvement.

During school year 2016-17 we worked with Applied Survey Research (ASR) in their study on the school readiness of children in San Jose’s Alum Rock district. Utilizing the Kindergarten Observation Form 2016, Kidango children were shown to be significantly more ready for school than children with no preschool or Transitional Kindergarten experience across all domains (self-regulation, social expression, academics).

Readiness Levels

 

Average Readiness Levels
By Kidango Preschool Experience

 

 

 


 

Percentage of Children Ready for Kindergarten
By Kidango Preschool Experience

 

IGDI Outcomes

2016-17 Child Outcomes Data from SEEDS Classrooms

During school year 2016-17,, we assessed children in our SEEDS classrooms with the Individual Growth and Development Indicators of Early Literacy (IGDIs). Developed by the University of Minnesota, the IGDIs benefit from a robust grounding in academic research, and it measures critical language and literacy skills that are predictive of future language proficiency in the 3rd grade and later. The tool was designed to help teachers, parents and others with valid, reliable data on children’s growth and development, and is used by Kidango to continuously improve our classroom practice and measure our success.

 

Specifically, the IGDIs focus on a set of 5 early reading measures:

  • Picture Naming (Oral Language)
  • Rhyming (Phonological Awareness)
  • Sound Identification (Alphabet Knowledge)
  • ‘Which One Doesn’t Belong?’ (Comprehension)
  • Alliteration (Phonological Awareness)

 

These measures – which constitute so-called General Outcome Measures – represent formal, psychometrically rigorous indicators of educational and developmental growth. What further makes the IGDIs suitable for use at Kidango is that they are highly developmentally appropriate, taking only about 10 minutes for each child with availability in English and Spanish.

Children in our SEEDS classrooms (n = 481) were assessed in January 2017 and then in May 2017 (only a five month time period). It is important to emphasize that our goal is to get a deeper understanding of children’s growth in early language and literacy during their time with us. What is also significant is that the questions in spring are more difficult than the ones presented in winter, accounting for children’s natural development (and preventing memorization). As shown below the results were very encouraging, especially for only five months!

 

4 yr olds Percentage of Children by Threshold Status
for each assessment and assessment period

 


 

This graph compares the percentages of children whose scores were below, near, at or above pre-determined thresholds appropriate to their age in the winter and spring assessments. As can be seen, in each of the five measures there was sizable growth in the percentage of children who scored ‘above’ and strong reduction in the number of children ‘below’. Overall, fewer children scored ‘below’ in the spring assessment with most now in the ‘near’ or higher thresholds.

 

4 yr olds Average # of Correct Answers
for each assessment and assessment period

 

Further highlighting children’s positive development between winter and spring, this graph shows how the average number of correct answers rose, constituting an average of 4.1 more correct answers per measure (there are 15 test items per measure). This represents a very substantial average improvement of more than 39.5% between summer and spring.

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