monitoring community progress on school readiness :
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Monitoring community progress on School Readiness : . The Early Development Instrument. World Bank, May 2008. Early years matter:. They set the stage for further development. Overview. School readiness and the EDI School readiness as a child-level indicator Uses of the EDI data - PowerPoint PPT PresentationTRANSCRIPT
Monitoring community progress on School
Readiness: The Early
Development Instrument
World Bank, May 2008
Early years matter:They set the stage for further development
Overview School readiness and the EDI School readiness as a child-level indicator
Uses of the EDI data International data
Readiness to learn concept
All children are born ready to learn:
the neurosystem is pre-programmed to develop various skills and neuropathways, depending on the experience it receives.
Readiness for schoolRefers to the child’s ability to meet the task demands of school, such as:
being comfortable exploring and asking questions,
listening to the teacher, playing and working with other children, remembering and following rules.
In short, it is the ability to benefit from the educational activities that are provided by the school.
Reliably reflects a broad concept of development Population level indicator Useful at macro and micro-levels
School readiness is an indicator of child development in a community
Domains of school readiness
Physical health and well-being Social competence Emotional maturity Language and cognitive development Communication skills and general knowledge
Early Development Instrument (EDI)
Allows to put child development outcome at the same indicator level as birth rate or survival
Completed by teacher (early childhood educator)
104 items grouped into five domains
Context sections relevant to the local context
Items adaptable to the local language/context
Purposes of the EDI
Report on populations of children in different communities
Monitor populations of children over time
Predict how children will do in elementary school
Physical Health and Well-being
SUBDOMAINS Physical readiness for school day
- e.g., arriving to school hungry Physical independence- e.g., having well-coordinated movements Gross and fine motor skills- e.g., being able to manipulate objects
Social CompetenceSUBDOMAINS Overall social competence- e.g., ability to get along with other children
Responsibility and respect- e.g., accept responsibility for actions Approaches to learning- e.g., working independently Readiness to explore new things- e.g., eager to explore new items
Emotional MaturitySUBDOMAINS Pro-social and helping behaviour
- e.g., helps other children in distress Anxious and fearful behaviour- e.g., appears unhappy or sad Aggressive behaviour- e.g., gets into physical fights Hyperactivity and inattention- e.g., is restless
Language and Cognitive Development
SUBDOMAINS Basic literacy- e.g., able to write own name Interest in literacy/numeracy and memory
- e.g., interested in games involving numbers Advanced literacy- e.g., able to read sentences Basic numeracy- e.g., able to count to 20
Communication Skills and General Knowledge
(No subdomains)Ability to clearly communicate one’s own needs and understand others
Clear articulation Active participation in story-telling (not necessarily with good grammar and syntax)
Interest in general knowledge about the world
Reliability and validity
Reliability and validity
Basic psychometric properties (Janus & Offord 2007)
Predictive validity (data from Quebéc, BC, and Ontario, also LSAC)
Cultural relevance and validity
Factors increasing the vulnerability risk
Child health (low) 2.35 Gender (boy) 2.32 Income (low) 2.02 Family status (not intact)1.83 Age (younger half) 1.36 Literacy (looking at books) 1.35
Parent smoking 1.29
Janus & Duku, 2007
Predictor of Grade 1 achievement
% variance (Total)
EDI to Grade 1 33.8% (33.8%) EDI above age, sex, SES 23% (36%) EDI above direct cognitive,language and “readiness” screen5% (50%)
Source: Forget-Dubois et al. 2007
The Cost of Vulnerability: Percent ‘Failing to meet expectations’ & Percent ‘Not Passing’ on Grade 4 FSA’s
# of Vulnerabilities % Failing to meet % Not passing (kindergarten) expectations
Numeracy0 7.5 12.31 11.8 22.22-3 18.7 33.84-5 27.5 55.6
Reading0 13.6 17.81 26.7 33.92-3 29.5 43.14-5 48.4 68.3 Hertzman 2008
Vulnerability on EDI and Grade 6 outcomes
0
10
20
30
40
50
60
70
Reading Writing Math
012 or more
Percentage of Grade 6 students not meeting provincial standards in relation to number of vulnerabilities in Kindergarten (EDI)TDSB, 2007
N of domains with low scores:
Reflects a broad concept of development Population level indicator Useful at macro and micro-levels
School readiness is an indicator of child development in a community
Some Canadian data on the EDI
Not ready: children who score low in one or more of the five domains of the EDI
“Low” - in the lowest 10 percent of the population within their site
Specific for domain Specific for site Norms available for comparison
Readiness to Learn at School by Family Income (N=2039)
05
10152025303540
very poor poor not poor well-off
% vulnerable
Source: NLSCY/UEY 1999-2000; EDI 1999-2000
31.929.1
23.1
13.7
%
School readiness and Grade 3 by neighbourhood affluence
0
10
20
30
40
50
60
Lowest20%
21-40% 41-60% 61-80% Above80%
Neighbourhood Affluence
Per
cent
Mean % vulnerable in kgtn
Reading
Writing
Math
% below standard in Grade 3 in:
% vulnerable in kindergarten
0
510
15
20
2530
35
Lowest25%
25-50% 51-75% Over75%
Community 1
%
0
510
15
20
2530
35
Lowest25%
25-50% 51-75% Over75%
Community 2
Neighbourhood affluence
Reflects a broad concept of development Population level indicator Useful at macro and micro-levels
School readiness is an indicator of child development in a community
Information from the EDI
Average scores for groups of children in five domains/16 subdomains
Percentages of children who are at risk for not doing well in school:
- for each domain- overall
Percentage of Students Vulnerable on One or More scales of the EDI Based on Provincial cutoffs, Wave 1
Percentage of Students Vulnerable on One or More Scales of the EDI Based on Provincial cutoffs, Wave 2
3. Community asset mapping
The AEDI community planning process
1. Identifying areas of particular need
e.g. Mission Australia funds 3 year play group, language program & mums group at school
4. Mobilising community action
2. Assessing the local distribution of children’s developmental vulnerability
Ways to use the EDI - basic info
Aggregation of results Macro-level: global picture for a city, state, country
Micro-level: schools, neighbourhoods, non-geographic communities
Ways to use the EDI - comparisons
Geographic areas Identified groups Groups based on program attendance Comparisons of the range of scores- Example: average % vulnerable- Community 1 22% 5.7% to 26.5%- Community 2 28% 10.5% to 46.7%
Macro-level indicators (e.g., GDP) Country, city, etc. statistics (e.g., education)
Differences among areas in outcomes for youth or adults (e.g., school drop-out, PISA, adult employment)
Environmental and geographical variables (local: e.g., parks, and global: e.g., pollution)
Cultural differences (e.g., type of nutrition, promotion of independence)
Ways to use the EDI - associations
Neighbourhood-level indicators of risk: socioeconomic, environmental, developmental
Example: Social Risk Index - a sum of risk (1) or no risk (1) level at 9 characteristics
0-2 low SRI, 3-6 moderate SRI, 7-9 high SRI
Combination of SRI and EDI results
Ways to use the EDI - associations
Toronto
Montréal
Can the EDI be adapted?
Used in several other countries with minimal changes
Subscale identification allows for valid shortening
Room for adjusting items to ensure relevance to local context
EDI Internationally Translated/adapted in: Australia, Chile, Egypt, Holland, Indonesia, Jamaica, Jordan, Kenya, Kosovo, Mexico, Moldova, Mozambique, New Zealand, Turkey, US (Washington state counties, currently further adaptation ongoing through UCLA)
Translated: China
Steps in adapting to local context
Experts’ feedback regarding the relevance of items
Possible change: within limits of the subdomains for comparability
Pilot implementation with teachers/ECE
Local validity assessment
Requirements for implementation
Entire groups of children are involved
Respondents know the child in an early learning setting
Respondents capable of interpreting the questions:
- minimal training - provision of a written interpretation “guide”
Social Competence – Overall Social Competence
Canada 2000/04
Normative
Jamaica
2005
Australia2003
Chile
2004
Seattle
2004Overall social/emotional dev
0.712 0.580 0.619 0.567
0.736
Gets along with peers 0.738 0.554 0.667 0.559
0.575
Cooperative 0.610 0.550 0.558 0.508
0.690
Plays with various children
0.559 0.555 0.534 0.432
0.666
Self-confidence 0.319 0.412 0.242 0.269
0.349
Cronbach’s alpha 0.862 0.818 0.837 0.807
0.878
% Variation explained 66.47 60.16 61.53 58.79
69.00
Emotional Maturity – Anxious & Fearful Behaviour
Canada Jamaica
Australia
Chile
Seattle
Upset when left 0.205 0.213 0.208 0.111
0.206
Seems unhappy 0.345 0.540 0.386 0.460
0.361
Fearful 0.588 0.459 0.597 0.596
0.530
Worried 0.576 0.449 0.574 0.561
0.576
Cries a lot 0.279 0.181 0.285 0.367
0.297
Nervous 0.360 0.307 0.455 0.455
0.390
Indecisive 0.235 0.291 0.276 0.364
0.247
Shy 0.197 0.405 0.284 0.332
0.156
Cronbach’s alpha 0.808 0.798 0.839 0.834
0.803
% Variation explained 44.64 43.73 48.07 49.58
44.94
Language & Cognitive Development –interest literacy/numeracy & memory
Canada Jamaica
Australia
Chile
Seattle
Handles a book 0.370 0.405 0.357 0.310
0.249
Identifies letters 0.441 0.390
0.422 0.437
0.338
Sounds to letters 0.218 0.421 0.188 0.272
0.168
Write own name 0.611 0.645 0.593 0.481
0.558
Experiments writing 0.594 0.601 0.587 0.492
0.548
Cronbach’s alpha 0.779 0.807 0.751 0.784
0.705
% Variation explained 54.28 57.69 51.09 54.50
48.89
Relationship of the EDI with SES indicators
-Canada: low-income cut-off (4 categories)
-Australia: disadvantage index (6 categories)
-Jamaica: Asset Index (# assets) – quartiles
-Kosovo: household financial situation in relation to ability to buy food and clothes (4 categories)
-Mexico: Asset Index - 4 categories
Canada: % vulnerable by SES
0
10
20
30
40
50
60
very poor poor not poor well-off
% vulnerable
Source: NLSCY/UEY 1999-2000; EDI 1999-2000
31.9 29.123.1
13.7
%
Australia: % vulnerable by SES
35.327.6 26.3 24
18.711.2
0
10
20
30
40
50
60
Bottom10%
10-25% 25-50% 50-75% 75-90% Top 90%
% vulnerable
%
Jamaica: % vulnerable by SES
% Vu
lner
able
SES
47.4
34.2
21.1 18.9
0
10
20
30
40
50
60
Q1 Q2 Q3 Q4
% vulnerable
Kosovo: % vulnerable by SES
% Vu
lner
able
56.3
43.2 4030.8
0
10
20
30
40
50
60
Q1 Q2 Q3 Q4
% vulnerable
Mexico: % vulnerable by SES%
Vuln
erab
le
27.3 23.917.5 16.1
0
10
20
30
40
50
60
Very poor Poor Not poor Poor
% vulnerable
Reminder….