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Children Enter School Ready to Learn (Anne Arundel County)

Kindergarten Readiness Assessment: Demonstrating Readiness

Current Value


FY 2020


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Story Behind the Curve

  • Economic impact (poverty)
  • How the assessment is delivered and by whom - in a prior year tests were only delivered via iPad which might be a barrier for young children with limited technology access/experience, create lag times that show up as deficiencies in motor skills, etc.
  • Who developed the assessment?
  • Potential for bias - both in the assessment itself as well as in early learning teachers/providers (similar to classroom discipline disparities in school-aged children)
  • Language Barriers (tests aren't available in other languages) which further perpetuates gaps for ELL
  • Technology Barriers
  • Consistency in the assessments 
  • Comparing tests from earlier years - would love to know about MSDE/AACPS's staff opinions on the change to the test content/process and how that has shifted us from 80%+ readiness
  • Concerns about COVID compounding issues that contribute to readiness
  • Parents may be unaware of the things they could/should work on with their young children to ensure readiness
  • Quality childcare/early childhood education programming - we need more of it
  • Accesss to childcare/early childhood education is equally problematic - not enough slots, most options are not affordable for a large percentage of parents
  • Lack of programs that are involving the parents to reinforce concepts learn in preK/childcare settings
  • Headstart Model/empowering parents to support early childhood learning is the ideal model - need more headstart & early headstart locations & spots!
  • Parents capacity - working parents may lack time, energy, capacity to provide enough learning at home, time to do regular reading, etc.
  • Trusted relationships in the community to connect parents/families to supports and programs
  • Engaging the village not just the parent 
  • Consistency with providers - lots of turnover means lack of consistency in learning as well
  • Impact of trauma - community and personal
  • Incremental successes need to be celebrated and built on!
  • Lack of bilingual resources/resources that address cultural differences
  • When are resources available? Timing may make them difficult for working parents to access.

Links shared during discussion:


  • City/County Gov
  • School system
  • Infants and toddlers
  • Child Find
  • Library 
  • Health Department
  • Healthy Start
  • Early Head Start/Head Start
  • Family Support Centers
  • DSS
  • Faith Community 
  • ACT
  • Children's Collab Non-Profit?
  • BEST
  • Babies in Bloom
  • Mental Health Providers
  • Childcare Providers
  • Parents/Family Members
  • Community
  • Legal
  • Judiciary 
  • Partnership CYF
  • Systems of Care
  • community feeding programs
  • community gardening programs
  • ECC
  • Judy Center
  • LICC


What Works

  • Parent Ambassador Programs - leverage interpersonal relationships & peer support
  • Going out in the communities knocking on doors - bringing information and services to people where they are
  • Incentives- but beyond incentives! "cotton candy and broccoli model" - need to mix incentives and fun with content & proven tools/techniques 
  • Celebrate/build on small wins to help parents and families feel successful
  • Creative service delivery models (mobile, informal at bus stop, community-based/focused)
  • Increase trauma-informed practices to support both family and community and reduce intergenerational harm
  • integration of interfaith as part of the process
  • Engaging in community activities 
  • More headstart/early headstart
  • Expand programs/services like BEST 2.0 that help parents (like incarcerated parents) understand their role/value as child's first teacher and give them skills/tools to foster success
  • Increase bi-lingual programming options


  1. More access to Headstart/Early Headstart (or programs that utilize similar models)
  2. More affordable quality early childhood programs/services/childcare options
  3. Expansion of BEST 2.0, particularly for underserved communities (bi-lingual families, families impacted by incarceration, families impacted by substance use, single-parent households, etc.)
  4. Integration of ACES/trauma-informed practices into early childhood and family programs & services

Data Discussion

Unless otherwise specified, any missing data is either because there are no individuals who identify with the race/ethnicity or the data is suppressed to protect privacy. The race/ethnicity groups included in the indicator are as written in the original data source.

Data Source

Clear Impact Suite is an easy-to-use, web-based software platform that helps your staff collaborate with external stakeholders and community partners by utilizing the combination of data collection, performance reporting, and program planning.

Scorecard Container Measure Action Actual Value Target Value Tag S A m/d/yy m/d/yyyy