Feature Story
Early Childhood Student Learning Outcomes From The State We’re In 2019 by Advance Illinois
T
The 2019 edition of The State We’re In by Advance Illi-
nois measures Illinois’ educational performance from early childhood through postsecondary. It tracks how Illinois students have performed over the past decade and how that performance compares with students in other states. We know that improvement doesn’t happen overnight. By tracking student outcomes over time, we can refine our strategies to support them. This excerpt highlights the early childhood education portion of the Advance Illinois publication. For the first time, we have the data to assess kindergarten readiness, and the results convey a clear sense of urgency. Only a quarter of Illinois children demonstrate kindergarten readiness across developmental domains. Illinois must significantly expand access to quality early childhood programs if we hope to increase kindergarten readiness, eliminate achievement gaps and improve education outcomes. Access and options are essential
Early childhood education encompasses home
visiting, childcare, preschool, kindergarten, and the 14 Illinois School Board Journal
early elementary grades. These services may be provided in the home, a community center, or school and are funded by a complex mix of public and private resources. Even as a burgeoning body of research details the academic and health benefits of early childhood development, the number of Illinois children who receive such support has not kept pace with need. Currently, 23% of Illinois children birth through age 4 have access to publicly funded early childhood programs. Even with prioritizing families in need, only about 50% of children in low-income homes from birth through age 4 are served. Access to quality early education is vital to help close persistent achievement gaps and ensure that every student is college and career ready. Only a quarter of Illinois students are fully prepared to enter kindergarten
K indergarten readiness is critical. Performance gaps on key measures such as fourth-grade reading and eighth-grade math begin to take root much earlier
