The Early Development Instrument (EDI) is a population measure of how young children are developing in communities. A child is considered “Vulnerable” when their domain score is at or below or equal the 10th percentile of the national EDI dataset. The EDI measures five domains of early childhood development including emotional maturity. Emotional maturing includes the ability to think before acting, a balance between too fearful and too impulsive, an ability to deal with feelings at the age-appropriate level, and empathetic response to other people’s feelings (for more details see https://edi.offordcentre.com/researchers/domains-and-subdomains/).
The number of Bexar County ISDs adopting the assessment has increased each year. In some cases, dramatically changing the demographic mix of children assessed. Those changes make trending outcomes from the EDI problematic. In order to accurately trend this indicator and preserve the time series, a baseline geography was set as the 309 tracts assessed in 2015. In addition, the 70% representation criteria prescribed by EDI was applied to the geography as a whole rather than being applied to each individual tract.
All quantitative data and narrative related to the data on this page was prepared by CI NOW for ReadyKidSA.
Social-emotional development in young children encompasses how young children feel about themselves, how they behave and how they relate to people close to them, such as caregivers, teachers, and peers. Although infant and early childhood mental health are often used in the same way, the term social-emotional development illustrates the importance of prevention and early intervention. There is strong evidence linking social-emotional health in the early childhood years (birth to 6) to subsequent school success and health in preteen and teen years, and to long term health and wellbeing in adulthood. However, research also shows that effective programs that address social-emotional health early in life can promote resilience and actually prevent mental health problems later in life. (National Center for Children in Poverty, 2009)
For more information see: http://www.nccp.org/publications/pdf/text_901.pdf
|OVERALL TREND: Bexar County*, 2015-2022|
|% of Kindergarteners Assessed as…||2015||2016||2017||2018||2020||2022|
|"Vulnerable" in Emotional Maturity||8.5%||8.8%||9.7%||8.9%||9.2%||8.7%|
|"On-Track" in Emotional Maturity||40.6%||39.6%||40.2%||41.1%||43.5%||43.1%|
|"Very Ready" in Emotional Maturity||39.9%||40.8%||38.8%||39.9%||36.5%||37.8%|
Source: Transforming Early Childhood Community Systems; Early Development Instrument (EDI), 2015-2022. *309 census tracts used for trend analysis.
Kindergarteners assessed as vulnerable in emotional maturity: Bexar County*, 2022
|Assessed||Percent Vulnerable in Emotional Maturity|
|Black or African American||640||14.4%|
|Hispanic or Latino||7,769||8.3%|
|Two or More Races||729||9.5%|
|Free and Reduced Lunch||2,951||10.0%|
|Individualized ED Program (IEP)||505||25.3%|
|English as a Second Language (ESL)||1,207||5.7%|
Source: Transforming Early Childhood Community Systems; Early Development Instrument (EDI), 2022. *309 census tracts used for analysis
Bexar County, 2022
What factors are pushing up on the data?
What factors pushing down on the data?