Lucy Read Prekindergarten Demonstration School - First-Year Cohort's 3rd-Grade TAKS Performance, Spring 2011
Students who attended Read pre‐K in 2006-2007 performed better than the state average on their Spring 2011 3rd grade math TAKS and had a greater percentage scoring commended on math TAKS than did other AISD pre-K students or those assumed to qualify for pre‐K.
AISD Prekindergarten Program Longitudinal Summary Report, Issue 1: Long-Term Benefits, 2005-2006 Pre-K Cohort
Economically disadvantaged English language learners who were enrolled in the 2005-2006 AISD pre-K program performed better on the Spring 2010 reading and math TAKS than did similar students who first enrolled in AISD during kindergarten or later.
Pre-k teachers with more than 18 students reported a greater frequency of students’ disruptive behaviors than did teachers with fewer students. Most teachers gave positive ratings to their support team, central office staff, and the curriculum.
In 2011–2012, AISD prekindergarten enrollment was 5,525, a decrease by less than 2% from the 2010–2011 year. The vast majority of pre-K students were economically disadvantaged (94%) and/or English language learners (58%). Attendance rates for pre-K students increased by 0.6% from the prior year.
In 2010–2011, AISD prekindergarten enrollment was 5,614, an increase by 3% from the 2009–2010 year. The cost per student for pre‐K was approximately $3,234 for the 2010–2011 year, a $94 perstudent decrease from 2009–2010.
AISD Prekindergarten Program Longitudinal Summary Report, Issue 2: Half-Day versus Full-Day Programs, 2001-2002 Pre-K Cohort
Full-day pre-K students from the 2001–2002 cohort were more likely to pass the 2010 7th-grade reading TAKS than were kindergarten students from the 2002–2003 cohort who were assumed eligible for pre-K but did not attend pre-K in 2001–2002.
Based on end-of-year report cards, 70% of pre-K students met expectations across all personal development areas in 2011-2012.
Although more than a third of tested pre-K students (37%) entered AISD one standard deviation below the national average in receptive vocabulary, the AISD pre-K program accelerated these students’ growth by nearly twice the national average.
In 2012-2013, AISD pre-K students demonstrated growth in receptive vocabulary on a nationally-normed test. Students enrolled in multiple programs showed greater growth in receptive vocabulary in their native language than did other pre-K students.
AISD served 5,450 pre-K students in 2009-2010. Approximately 70% of sampled English-speaking pre-K students and 74% of sampled Spanish-speaking pre-K students had faster than the expected growth rate in receptive vocabulary.