Read the Chalkbeat article, Most kindergartners who start school behind never reach proficiency: study, by Erica Meltzer
A new analysis from NWEA (Northwest Evaluation Association) reinforces what decades of research have shown: by the time children enter kindergarten, many learning gaps are already present—and without early support, they often persist.
The MAP Growth study (Measures of Academic Progress), followed more than 400,000 students who started school in 2020-2021. The results demonstrate that early intervention matters. A critical window where much can be done is in kindergarten.
The study showed that at the start of the school year, students in the bottom fifth of their kindergarten class were just 10% proficient in math by third grade. Furthermore, just 13.9% were proficient in reading. For students who were still in the bottom 20% at the end of first grade, just 1 in 50 were proficient in reading by third grade. Students who read poorly struggle with other subjects as they move on in their education.
In Chalkbeat’s article, NWEA’s Megan Kuhfeld explained, “The key story for me in these findings is that early intervention matters… we’re missing probably the most important window when we can do something about it.”
At Early Matters San Antonio, we know that high-quality, early childhood learning helps build the language, literacy, math, and social-emotional skills that set children up for success in school and beyond. These findings are a reminder that investing in children and families during the earliest years is essential.
Read the full article to learn more about why early intervention matters and what these findings mean for children, families, and communities.
