Outcome Area 2: Children enter kindergarten ready to succeed.
When children start school ready to succeed, they are more likely to attain educational goals, like high school graduation, down the line. While academic and cognitive readiness are important, social emotional and physical development are just as critical. In this outcome area, key measures for enrollment in high-quality pre-kindergarten programs and social emotional competency are still in development. Currently, we focus on one key indicator:
Kindergarten students in need of reading intervention are more likely to fall behind in school and require a number of other academic and non-academic interventions.
Poor school readiness outcomes can result in children starting school at a significant disadvantage. They are already behind their peers academically, but may also need additional interventions to support the development of social emotional and executive functioning skills that are necessary to learn in the first place. Children with poor school readiness are likely to underperform their peers at every age through high school.
Core Indicators
Outcome Area 2: Children enter kindergarten ready to succeed.
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Core Indicator: Percentage of kindergarten students not requiring reading interventionData Source: Fairfax County Public Schools, Developmental Reading Assessment, 2nd Edition Word Analysis (DRA WA)
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Core Indicator: Number of slots for publicly-funded, high-quality County/FCPS PreK programsData Source: Fairfax County Department of Family Services, Office for Children
