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District 4K evaluation finds readiness gains for attendees; staff recommend stronger math instruction and parent communication
Summary
An internal evaluation presented June 10 found Lexington 1 4K attendees showed higher kindergarten readiness and stronger early reading outcomes, while recommending improved math instruction, clearer admissions communication, and better reporting of developmental gains to parents.
District staff presented a mixed‑methods evaluation of Lexington County School District 1s 4K programs during the June 10 meeting, reporting that children who attended district 4K classrooms demonstrated higher kindergarten readiness scores and stronger early reading outcomes than peers who did not attend district prekindergarten.
Shane Phillips, who led the program evaluation, told trustees the study used kindergarten readiness assessment (KRA) results and I‑Ready diagnostic data for students now in grades K–2 who had or had not attended district 4K programs. "Students attending a Lexington 1 4K program showed a clear readiness advantage over those who did not attend," he said, reporting about 41% of 4K attendees demonstrated kindergarten readiness compared with 31% of non‑attendees.
Phillips said the findings varied by subgroup. For reading, 4K attendance showed persistent benefits; for math the results were mixed and identified math instruction as an area needing improvement. The evaluation also compared district (CERDEP) and non‑CERDEP programs and found non‑CERDEP programs outperformed CERDEP programs on the KRA in the dataset analyzed.
Staff used parent and staff surveys to capture program strengths and weaknesses. Survey results showed high overall satisfaction with 4K experiences, and staff emphasized areas such as following directions, classroom routines and physical development. Parents prioritized school–family connections. The evaluation recommended the district:
- Strengthen early math instruction and coaching for pre‑K and early elementary teachers; - Improve communication to parents about developmental gains (staff recommended clearer quarterly progress reports and conferences); - Review admissions communication and process because families reported confusion about wait lists and eligibility.
Jessica (district staff) and other administrators explained eligibility: seats are needs‑based and prioritized for children meeting criteria such as Medicaid eligibility, 185% federal poverty thresholds, or low performance on standard early screening (Dial scores in the bottom 20th percentile on two of three subtests). Staff said the district has expanded 4K capacity from roughly 400 students several years ago to about 705 total slated for the upcoming year, and that wait lists have declined as classes were added.
Board members asked for more detail on admissions criteria and on how increases in 4K slots are allocated across schools; staff said they would provide the precise eligibility rules and the roster of new 4K classes. Trustees also discussed the need to translate evaluation findings into measurable program changes, particularly for math instruction and family engagement.
No formal board action was taken on the evaluation itself; trustees asked administration to follow up with the recommended clarifications and an implementation plan.
