Kindergarten Success Fact Book - Baltimore City Schools Kindergarten Classes of 2014-15 to 2019-20

Oct 15, 2026

Uploaded by Mia

Kindergarten Success Fact Book examines kindergarten readiness and related outcomes for six Baltimore City Public Schools kindergarten cohorts across the 2014–15 through 2019–20 school years. Built from detailed summary tables and descriptive statistics in the Digest of City Schools Kindergarten Statistics (2022 Edition), the report synthesizes evidence to support strategic planning for early childhood services. It frames findings to help education leaders and partners advance conversations, design practical responses, advocate for resources, and identify levers for positive change for children and families.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages39

Reading Time1 h 38 min

AccessFree to download

Executive Summary

Introduction

Part I. Data Overview, Kindergarten Classes of 2014-15 to 2019-20

Kindergarten Readiness Assessment

Kindergarten Attendance

Dynamic Indicators of Basic Early Literacy Skills

Part 2. Kindergarten Readiness and Outcomes by Subgroups

Gender

Race/Ethnicity and English Language Learners

Special Education

Prior Care and Kindergarten Repetition

Kindergarten Chronic Absenteeism

Relationships between Measures

Part 3. Kindergarten Success and 3rd Grade Outcomes

Partnership for Assessment of Readiness for College and Careers

Conclusion and Implications

References

Kindergarten Success Fact Book Baltimore City Schools Kindergarten Classes of 2014–15 to 2019–20 OUR MISSION BERC’S mission is to develop and support long-and short-term research-practice partnership projects that address questions of critical importance through the conduct and dissemination of rigorous strategic data analysis and research for the benefit of the children and families of Baltimore City. Findings from our projects help educational leaders, partners, and other stakeholders position themselves to move conversations forward, design strategic and practical responses to challenges, advocate for resources, capitalize upon promising practices, and identify levers for positive change. BERC LEADERSHIP MARC L . STEIN Managing Director Director of Research Operations Associate Professor Johns Hopkins University LIE NY JEON Director of Early Childhood Initiatives Associate Professor Johns Hopkins University CONSORTIUM MEMBERS • Baltimore City Schools • Bowie State University • Coppin State University • Jacob France Institute, University of Baltimore • Johns Hopkins University • Loyola University Maryland • Morgan State University • Towson University • University of Maryland, Baltimore, School of Social Work • University of Maryland, Baltimore County • University of Maryland, College Park CONTACT 2800 N. Charles Street, Suite 307, Baltimore, MD 21218 • [contact@baltimore-berc.org](contact@baltimore-berc.org) • [baltimore-berc.org](baltimore-berc.org) ACKNOWLEDGMENTS This report is part of the yearly report series from the Baltimore Education Research Consortium (BERC) on core educational topics and is designed to provide analyses that help to better understand the experiences of Baltimore City’s kindergarteners. We extend our thanks to the Early Childhood Data Collaborative (ECDC) partners, including the Mayor’s Office of Children & Family Services Baltimore City Head Start, the Baltimore City Health Department, Baltimore City Public Schools, Catholic Charities, the Family League of Baltimore, the Maryland Family Network, St. Vincent de Paul, and theY in Central Maryland, who have informed and directly supported the work featured in this report. Extensive assistance was provided by Crystal Francis and Chris Wohn, who were key collaborators and without whom we could not have completed this work. Additionally, we extend our gratitude to ECDC members Shannon BurroughsCampbell, Olutunde Clarke, Cathy Costa, Rebecca Dineen, Crystal Francis, Jana Goins, Tijuanna Huggins, Yolanda Jenkins, Erica Knox, Faith Miller, Nellie Power, and Laura Weeldreyer. Thankyou foryour dedicated service to Baltimore’s children and families. We are also grateful to Curt Cronister at BERC for a thought partnership and to Johns Hopkins University research assistants Cecilia Ramirez and Annika Limson for their endless review and support. Finally, we extend deep gratitude to the Wright Family Foundation, the Baltimore Community Foundation, and the Abell Foundation Inc., whose generous support of ECDC and BERC made this report possible. We also acknowledge that ECDC was originally established through foundational support provided by the Harry and Jeanette Weinberg Foundation. We also thank the Annie E. Casey Foundation and Clayton Baker Trust who contributed to the development of ECDC. SUGGESTED CITATION: Jeon, L., Dewey, N., Zhao, X., Bostic, B., & Stein, M. (2022). Kindergarten Success FactBook: Baltimore City Kindergarten Classes of 2014–15 to 2019–20. Baltimore, MD: Baltimore Education Research Consortium. CONTENTS ACKNOWLEDGMENTS 4 EXECUTIVE SUMMARY 6 INTRODUCTION 8 | PART I. DATA OVERVIEW, KINDERGARTEN CLASSES OF 2 014–1 5 TO 2 019–2 0 10
Kindergarten Readiness Assessment 11
Kindergarten Attendance 13
Dynamic Indicators of Basic Early Literacy Skills 14 | | --- | | PART 2 . KINDERGARTEN READINESS AND OUTCOMES BY SUBGROUPS 16
Kindergarten Readiness Assessme

FAQs

What time period and which schools does the report cover?

The report covers kindergarten cohorts from the 2014–15 through 2019–20 school years, for six Baltimore City Public Schools.

What data source supports the visualizations and interpretations in the report?

The report uses data drawn from the Digest of City Schools Kindergarten Statistics, 2022 Edition, which provides summary tables and descriptive statistics over time.

How does the report use subgroup analyses?

It presents kindergarten readiness and outcomes by subgroups such as gender, race/ethnicity and English language learners, special education, and prior care and kindergarten repetition, including relationships among key measures.

Oct 15, 2026

Uploaded by Mia