Utah has selected the Kindergarten Entry and Exit Profile (KEEP) as its standard measure of school readiness. According to the Utah State Board of Education, the KEEP profile is used to:
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provide insights into current levels of academic and social-emotional performance upon entry and exit of kindergarten,
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identify students in need of early intervention instruction and promote differentiated instruction for all students,
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analyze the effectiveness of programs, such as extended-day kindergarten and preschool,
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provide opportunities for data-informed decision-making and cost-benefit analysis of early learning initiatives,
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identify effective instructional practices or strategies for improving student achievement outcomes in a targeted manner, and
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understand the influence and impact of full-day kindergarten on at-risk students in both the short- and long-term.
Typically, there are significant disparities in kindergarten readiness based on income level, minority status, and English-language learners. Comparing last year to this year in the Park City School District, however, another disturbing trend emerges: KEEP scores declined even further for low-income and English-language learners, and held steady for minority students, while their counterparts improved year over year. While we should celebrate the improvements, particularly during such a difficult year, the bifurcation of these trend lines needs to be addressed.
Although no cause is identified simply by comparing KEEP scores, given the unusual year, academics are currently studying COVID’s impact on school readiness skills and recovery rates. The researchers at the University of Georgia anticipate that “children from homes with more constrained economic resources have a higher likelihood of lagging behind in academic, social, and/or behavioral skills because they might not have access to the supports they need at home.” This problem predates COVID 19, but the pandemic has made it even worse. If we want to reverse these trend lines and close the school-readiness gap, we must prioritize early childhood care and education and invest in programs that reach our most vulnerable children. Simply recognizing the disparity is not enough; we must be willing to change the system that allows it to perpetuate.
