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Board reviews spring 2024 kindergarten readiness results, discusses literacy supports
Summary
Department presenters reported spring 2024 kindergarten and pre-K readiness outcomes, including that roughly 60–64% of several pre-K cohorts met established end-of-year benchmarks; the board discussed literacy supports, certification windows and targeted interventions.
The Mississippi State Board of Education received a joint presentation on the spring 2024 kindergarten readiness assessment and early learning results, with department staff outlining outcomes for state-funded early learning collaboratives, state-invested pre-K, other funded pre-K programs and kindergarten students.
Presenters said the early learning collaboratives served 6,193 students in spring 2024, with about 60.76% meeting the early learning end-of-year benchmark (a skill score of 498). The state-invested pre-K cohort of 891 students showed average growth and 64.2% met that benchmark. For kindergarten students, presenters reported 63.8% met the end-of-year benchmark tied to a scale score of 681, which the department said places students on a trajectory toward meeting third-grade reading expectations.
The presentation referenced the Literacy-Based Promotion Act enacted in 2023 and explained how the kindergarten readiness assessment informs instruction and transitions from pre-K to kindergarten. Department staff described supports they will provide to districts, including professional development in the science of reading, high-quality instructional materials, transition folders from pre-K to kindergarten and expanded coaching for early childhood teachers. "We are helping them select materials to strengthen tier 1 instruction," a presenter said, noting that early identification and targeted individual reading plans are expected under state policy.
Board members asked for additional counts about how many kindergarten students previously attended pre-K programs and for trend data; staff said those breakdowns are tracked and can be provided. The board and staff emphasized sustaining coaching and training to close early literacy gaps and noted existing grants and preschool development efforts to reach private providers and Head Start programs.
The board did not take a policy vote during this presentation; staff said districts should expect further support and opportunities to certify data in upcoming windows.
