Magnet Kindergarten Program Review and Discussion
Magnet Kindergarten Review
October 10, 2023
Program Review & Discussion – Magnet
Kindergarten Background
Barriers include:
•
Assessment of Pre-K student ability is very difficult,
with the least amount of reliability (CogAT Reliability
tables; Daglioglu & Suveren, 2013)
•
It is difficult to advertise to Pre-K parents, especially in
under-served populations
•
Assessing children that young is an equity nightmare.
•
Ability is not as measured in comparison to early
childhood exposure and access to reading
instruction and assessment structures (CogAT
manual; Borland, 2004), scores favor older
students (Huang, 2015), and will always favor our
over-served populations.
•
Short-term ‘solutions’ have been:
•
Hiding the actual assessment (so parents
didn’t coach their kids)
•
Investing a large amount of energy to
advertise or recruit for Pre-K assessments
•
Having the admittance criteria move each
year to fill classrooms – no matter how low
or high the assessment results that year
•
This school year: blended magnet and
non-magnet K classrooms
•
Kindergarten testing and enrollment has been a historical issue
Program Review & Discussion – Magnet
Kindergarten Research
•
The goal of gifted
education: to
prepare students to
be exceptional,
transformative
adults that change
the community/
world (Subotnik,
Olszewski-Kubilius,
& Worrell, 2011)
•
When young children are the focus, NAGC (2006)
has a position paper encourages
skill development
for all children, with targeted supports based on the
manifestation in the moment
•
In young children,
reading proficiency and language
acquisition have
not disappeared as a trait, but
decreased in focus for ‘gifted’ identification due to
the complicated nature of exposure, access,
and ability/potential
(Borland, 2004; NAGC, 2015)
•
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Program Review & Discussion – Magnet
Kindergarten Questions
•
What is the return on investment for magnet
kindergarten?
•
Based on our SLCSD data, should we continue having
a magnet kindergarten classroom?
•
If we do, what would be the recruitment and retention
strategy?
•
If we do not, should we offer ELP services to support
kindergarteners?
Program Review & Discussion – Magnet
Kindergarten SLCSD Data
•
Data: from 2018 to 2023
•
Is there a difference in kindergarten achievement between students who join magnet in
kindergarten versus 1
st
grade?
o
Comparative analysis of Extended KEEP scores of magnet kindergarten students versus
students who join magnet in 1
st
grade
•
What is the difference in proficiency, and growth, by the end of 2
nd
and 3
rd
grade, between
magnet students who joined magnet in kindergarten versus 1
st
grade?
o
Comparative analysis of end of year 2
nd
grade Acadience & RISE scores (and growth)
between magnet students who joined magnet in kindergarten and those who joined in
1
st
grade
o
Comparative analysis of end of year 3rd grade Acadience & RISE scores (and growth)
between magnet students who joined manet in kindergarten and those who joined in
1
st
grade
Program Review & Discussion – Magnet
Kindergarten (SLCSD Data KEEP)
•
KEEP Scores
•
p-value = 0.2548
•
Interpretation:
there is no
statistical
difference
between KEEP
scores of those
who are in
magnet in K
versus those who
join magnet in 1st
Program Review & Discussion – Magnet
Kindergarten (SLCSD Data RISE)
2
nd
grade
•
p-value LA =
0.2932
•
p-value math =
0.407
3
rd
grade
•
p-value LA= 0.6011
•
p-value math <
2.2e-16
Interpretation: There is
no statistical difference
between those who
join magnet in K
versus those who join
in 1
st
(besides 3
rd
grade math)
Program Review & Discussion – Magnet
Kindergarten (SLCSD Data Acadience)
2
nd
grade
•
p-value = 0.5041
3
rd
grade
•
p-value = 0.228
Interpretation: There
is no statistical
difference between
those who join
magnet in K versus
those who join in 1
st
Program Review & Discussion – Magnet
Kindergarten (SLCSD Data Growth)
2
nd
grade
•
p-value LA = 0.2232
•
p-value math = 0.03322
3
rd
grade
•
p-value LA= 0.05585
•
p-value math = 0.4478
Interpretation: 2
nd
grade math has
statistical significance, in favor of
those who join in 1
st
. Other than
that, no statistical difference
between those who join in K and
those who join in 1
st
.
Program Review & Discussion – Magnet
Kindergarten Recommendations
•
The magnet model, especially for younger students, is not
strongly aligned with modern research in gifted education
•
SLCSD data shows that magnet kindergarten has no effect
on outcomes as early as in kindergarten
•
Yes, we currently identify enough to fill one classroom. But
I feel, based on the full picture, that effort can be better
invested in other places
•
Overall: We need to stop recruiting for
magnet kindergarten and having magnet
kindergarten classrooms.
The Magnet Kindergarten program faces challenges with assessing young children for enrollment. Short-term solutions include addressing barriers such as hidden assessments and difficulty in recruiting Pre-K students. Research emphasizes skill development and targeted supports for gifted kindergarteners. The discussion revolves around the return on investment for the Magnet Kindergarten program and considerations for recruitment and retention strategies or offering ELP services instead.
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Presentation Transcript
Magnet Kindergarten Review October 10, 2023
Program Review & Discussion Magnet Kindergarten Background Kindergarten testing and enrollment has been a historical issue Short-term solutions have been: Barriers include: Hiding the actual assessment (so parents didn t coach their kids) Assessment of Pre-K student ability is very difficult, with the least amount of reliability (CogAT Reliability tables; Daglioglu & Suveren, 2013) Investing a large amount of energy to advertise or recruit for Pre-K assessments It is difficult to advertise to Pre-K parents, especially in under-served populations Having the admittance criteria move each year to fill classrooms no matter how low or high the assessment results that year Assessing children that young is an equity nightmare. Ability is not as measured in comparison to early childhood exposure and access to reading instruction and assessment structures (CogAT manual; Borland, 2004), scores favor older students (Huang, 2015), and will always favor our over-served populations. This school year: blended magnet and non-magnet K classrooms
Program Review & Discussion Magnet Kindergarten Research When young children are the focus, NAGC (2006) has a position paper encourages skill development for all children, with targeted supports based on the manifestation in the moment The goal of gifted education: to prepare students to be exceptional, transformative adults that change the community/ world (Subotnik, Olszewski-Kubilius, & Worrell, 2011) In young children, reading proficiency and language acquisition have not disappeared as a trait, but decreased in focus for gifted identification due to the complicated nature of exposure, access, and ability/potential (Borland, 2004; NAGC, 2015) The most supported strategies to support gifted kindergarteners are independent productive play (Mooji, 1999), grade advancement (Kanevsky & Clelland, 2013), and SEL activities (Papadopoulos, 2020)
Program Review & Discussion Magnet Kindergarten Questions What is the return on investment for magnet kindergarten? Based on our SLCSD data, should we continue having a magnet kindergarten classroom? If we do, what would be the recruitment and retention strategy? If we do not, should we offer ELP services to support kindergarteners?
Program Review & Discussion Magnet Kindergarten SLCSD Data Data: from 2018 to 2023 Is there a difference in kindergarten achievement between students who join magnet in kindergarten versus 1stgrade? o Comparative analysis of Extended KEEP scores of magnet kindergarten students versus students who join magnet in 1stgrade What is the difference in proficiency, and growth, by the end of 2nd and 3rdgrade, between magnet students who joined magnet in kindergarten versus 1stgrade? o Comparative analysis of end of year 2ndgrade Acadience & RISE scores (and growth) between magnet students who joined magnet in kindergarten and those who joined in 1stgrade o Comparative analysis of end of year 3rd grade Acadience & RISE scores (and growth) between magnet students who joined manet in kindergarten and those who joined in 1stgrade
Program Review & Discussion Magnet Kindergarten (SLCSD Data KEEP) KEEP Scores p-value = 0.2548 Interpretation: there is no statistical difference between KEEP scores of those who are in magnet in K versus those who join magnet in 1st
Program Review & Discussion Magnet Kindergarten (SLCSD Data RISE) 2nd grade p-value LA = 0.2932 p-value math = 0.407 3rd grade p-value LA= 0.6011 p-value math < 2.2e-16 Interpretation: There is no statistical difference between those who join magnet in K versus those who join in 1st (besides 3rd grade math)
Program Review & Discussion Magnet Kindergarten (SLCSD Data Acadience) 2nd grade p-value = 0.5041 3rd grade p-value = 0.228 Interpretation: There is no statistical difference between those who join magnet in K versus those who join in 1st
Program Review & Discussion Magnet Kindergarten (SLCSD Data Growth) 2nd grade p-value LA = 0.2232 p-value math = 0.03322 3rd grade p-value LA= 0.05585 p-value math = 0.4478 Interpretation: 2nd grade math has statistical significance, in favor of those who join in 1st. Other than that, no statistical difference between those who join in K and those who join in 1st.
Program Review & Discussion Magnet Kindergarten Recommendations The magnet model, especially for younger students, is not strongly aligned with modern research in gifted education SLCSD data shows that magnet kindergarten has no effect on outcomes as early as in kindergarten Yes, we currently identify enough to fill one classroom. But I feel, based on the full picture, that effort can be better invested in other places Overall: We need to stop recruiting for magnet kindergarten and having magnet kindergarten classrooms.
