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Washington KIDS COUNT is a joint effort of the Children's Alliance and Washington State Budget & Policy Center

Share of students that demonstrate kindergarten readiness by skill area, by race/ethnicity (state-level) in Washington

Change Indicator

Why This Indicator Matters

Disaggregated data is presented to provide a preliminary understanding of disparities by race and ethnicity. On its own, this data tells a limited story about the populations it represents. We encourage users of this data to engage with communities of color to develop a more accurate and meaningful understanding than these data allow.
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Data Provided By
Note: Non-consecutive years appear adjacent in the trend line
because one or more years have been deselected.

Definitions: Percentage of kindergarten students, by race/ethnicity, in Washington state that demonstrate characteristics that are typical of children entering kindergarten in six key areas of development: social-emotional, physical, language, cognitive, literacy, and mathematics.

Data Source: This data is gathered as part of the Washington Kindergarten Inventory of Developing Skills (WaKIDS) whole-child assessment.  Data were retrieved on March 23, 2016 from: http://reportcard.ospi.k12.wa.us/DataDownload.aspx

Footnotes: Data last updated in March 2016 by Washington KIDS COUNT.

The WaKIDS whole-child assessment data provides a snapshot of student development at the start of the school year.  Kindergarten teachers assess their students skill development in six areas: social-emotional, physical, cognitive, language, literacy, and mathematics.  Data is gathered using the observational tool Strategies GOLD.  More information about the characteristics of typical kindergarten students that form the benchmarks for this assessment can be found here: http://www.k12.wa.us/WaKIDS/pubdocs/CharacteristicsofEnteringKindergarteners-English.pdf

The WaKIDS assessments are required as a part of state-funded, full-day kindergarten.  Therefore, students enrolled in full-day kindergarten programs that are not state-funded and have not opted to implement WaKIDS are not included in the assessment.  This may also mean that student totals appear smaller than actual enrollments.