View the full 2011-2012 EDI Community Profile Report for Wichita
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View the full 2011-2012 EDI Community Profile Report for Wichita
EA R LY D E V EL O PME N T I N S TRU M E NT ( E D I) C OM MU N I TY PRO FIL E WI C HITA C OU N TY, TE XA S FO R BU R K BU R N E TT A ND WI C HITA FA L L S SCHOOL YEAR 2011-2012 We would like to express our appreciation to the kindergarten teachers in Wichita County for collecting the EDI information that is used in this report. Their work will heavily inform local planning efforts and result in meaningful progress to improve school readiness. Prepared by: UCLA Center for Healthier Children, Families and Communities. For information regarding this report, contact [email protected] The EDI is part of a national initiative called Transforming Early Childhood Community Systems (TECCS), developed to help match proven school readiness solutions with the unique needs faced by communities. TECCS represents a partnership between the UCLA Center for Healthier Children, Families and Communities and the United Way Worldwide. The TECCS initiative is supported by the W.K. Kellogg Foundation and the communities in which TECCS is being implemented. The UCLA Center for Healthier Children, Families and Communities, under license from McMaster University, is implementing the Early Development Instrument with its sub licensees in the US. The EDI is the copyright of McMaster University and must not be copied, distributed or used in any way without the prior consent of UCLA or McMaster For questions regarding licensing, email: [email protected] © McMaster University, The Offord Centre for Child Studies Table of Contents A. INTRODUCTION 1 Purpose 1 Overview of contents 1 Contacts and resources 1 B. BACKGROUND 2 The TECCS Initiative 2 Description of the EDI 2 Table 1. Description of EDI Developmental Domains 3 Understanding EDI results 4 Limitations of the data 5 School district participation rates 6 Table 2. Percent of Schools Participating in the EDI by School District, 2012 Geographic boundaries used for reporting results 6 6 Table 3. EDI Participation Rates by Neighborhood, 2012 8 Figure 1. Number of EDI Checklists in Analysis, 2012 9 C. MAPPED RESULTS BY GEOGRAPHIC AREA 10 Figure 2. EDI Map Legend 10 Figure 3. Ranges Used in the EDI Maps for the Percent of Children Vulnerable 11 Child developmental outcomes 12 Map 1 – Children Vulnerable on 2 or More Developmental Domains 13 Map 2 – Children Vulnerable in the Physical Health and Well-being Domain 15 Map 3 – Children Vulnerable in the Social Competence Domain 17 Map 4 – Children Vulnerable in the Emotional Maturity Domain 19 Map 5 – Children Vulnerable in the Language and Cognitive Development Domain 21 Map 6 – Children Vulnerable in the Communication Skills and General Knowledge Domain 23 Map 7 – Children Vulnerable on 2 or More Developmental Domains with Proportion of Vulnerabilities by Domain 25 Map 8 – Children Vulnerable on 2 or More Developmental Domains with Percent of Families with Children in Poverty 27 Map 9 – Children Vulnerable on 2 or More Developmental Domains with Percent of Single Parent Families 29 Map 10 – Children Vulnerable on 2 or More Developmental Domains with Years at Current Residence 31 Map 12 – Children Vulnerable on 2 or More Developmental Domains with Community Assets 35 Map 13 – Children Vulnerable on 2 or More Developmental Domains with Child Care Sites 37 D. DATA TABLES BY GEOGRAPHIC AREA 39 Five domains of child development 39 Table 4. EDI Community Profile Summary, 2012 Percentage of children vulnerable and very ready by domain & geographic area 40 43 Table 5. EDI Domain: Physical Health and Well-being, 2012 43 Table 6. EDI Domain: Social Competence, 2012 44 Table 7. EDI Domain: Emotional Maturity, 2012 46 Table 8. EDI Domain: Language and Cognitive Development, 2012 47 Table 9. EDI Domain: Communication Skills and General Knowledge, 2012 49 Overview of sub-domains 51 Table 10. EDI Sub-domain: Physical Health and Well-being 51 Table 11. EDI Sub-domain: Social Competence 52 Table 12. EDI Sub-domain: Emotional Maturity 52 Table 13. EDI Sub-domain: Language and Cognitive Development 53 Table 14. EDI Sub-domain: Communication Skills and General Knowledge 53 Sub-domain scores by geographic area 54 Table 15. EDI Sub-domain: Physical Health and Well-being, 2012 54 Table 16. EDI Sub-domain: Social Competence, 2012 56 Table 17. EDI Sub-domain: Emotional Maturity, 2012 58 Table 18. EDI Sub-domain: Language and Cognitive Development, 2012 60 Table 19. EDI Sub-domain: Communication Skills and General Knowledge, 2012 62 Multiple Challenge Index Table 20. Percentage of Children with Multiple Challenges on EDI, 2012 Descriptive characteristics of the children by geographic area 64 64 66 Table 21. Gender, Age, ELL, and IEP Status of EDI Participants, 2012 66 Table 22. Race/Ethnicity of EDI Participants, 2012 68 Table 23. Previous Child Care Arrangement of EDI Participants, 2012 69 E. GLOSSARY OF TERMS 72 APPENDIX 75 Appendix A. EDI Items by Domain and Sub-domain 75 Appendix B. Description of EDI Maps 79 A. Introduction Purpose The Early Development Instrument (EDI) Community Profile provides local policymakers and key community stakeholders with local level information on children’s developmental outcomes during the kindergarten year. The Profile maps the information on children’s development by geographic area (such as neighborhoods or census tracts) along with other indicators including socio-demographic characteristics and community assets in order to help understand possible factors contributing to the observed outcomes in children. The EDI Community Profile is designed to mobilize and engage local leaders around a data-driven and action-oriented process to inform local planning and improvement activities. The Profile helps early childhood stakeholders look back to assess how to support school readiness and to look forward to plan programs and improve systems that will help children succeed throughout the school years and beyond. Over time, the data in the Profile can be tracked to help assess the impact of past investments made on behalf of young children and families and to demonstrate the importance of sustaining resources dedicated to early childhood. Overview of contents Section B: Background, first provides some context about how the EDI is part of a national initiative to engage communities around a data-driven process to improve developmental outcomes for children. This section then describes the EDI and how to understand and interpret the maps and tables including a discussion of the school district participation rates, the geographic boundaries that were used for reporting data and the limitations that should be kept in mind when interpreting and using the data for local planning and improvement activities. Section C: Mapped Results by Geographic Area, provides a quick and user-friendly way for communities to reflect on the differences in child outcomes across the local community. The EDI maps highlight where children are doing better or worse in particular geographic and developmental areas and how community level assets (such as early childhood and family support services) relate to community level developmental outcomes for children. Section D: Data Tables by Geographic Area, provides a more detailed understanding of children’s developmental outcomes and their demographic characteristics by geographic area. Section E: Glossary of Terms, defines common terms found throughout the Profile. Contacts and resources Below are some key contacts and resources for learning more about the EDI: For questions regarding the EDI Community Profile, please contact [email protected]. 1 For information about TECCS, the EDI and the Center for Healthier Children, Families and Communities, visit, www.teccs.net and www.healthychild.ucla.edu For information about the United Way Worldwide, visit www.liveunited.org and www.bornlearning.org For information on how the EDI has been used in Canada, visit the websites at the Offord Centre for Child Studies (http://www.offordcentre.com/) and the Human Early Learning Partnership (HELP) (http://www.earlylearning.ubc.ca/). For information on how the EDI is used in Australia, visit the Centre for Community Child Health’s website (http://www.rch.org.au/australianedi/index.cfm?doc_id=6210). B. Background The TECCS Initiative Transforming Early Childhood Community Systems (TECCS) is a national initiative developed through a partnership between the UCLA Center for Healthier Children, Families and Communities (UCLA CHCFC) and the United Way Worldwide. The goal of TECCS is to improve the school readiness of all children in a community by regularly measuring and mapping developmental progress at a population level. This information is used to mobilize local partners around a data driven process to inform the development of early childhood service systems. TECCS has four core components: 1) Measurement and Mapping; 2) Community Engagement; 3) Shared Learning Network; and 4) Targeted, Place-Based Systems Improvement. The TECCS initiative is supported by the W.K. Kellogg Foundation and the communities in which TECCS is being implemented. TECCS is comparatively new to the United States and is currently in its fourth year of implementation. In Year 1 (2009), it was piloted in California’s Orange and Los Angeles Counties. In Year 2, TECCS expanded to 14 sites including cities in California, Florida, Louisiana, Michigan, Mississippi, New York, Ohio, Tennessee, Texas, and Washington. By Year 3, 18 sites participated involving over 800 teachers, 18,000 kindergarten students in 67 school districts. Now completing a fourth year, a total of thirty 30 communities are participating in TECCS. Over the course of the past four years, EDI information has been collected on over 49,000 kindergarten students. Description of the EDI The EDI Community Profile uses the Early Development Instrument (EDI) developed by Dan Offord and Magdalena Janus at the Offord Centre for Child Studies at McMaster University in Canada. As part of TECCS, the UCLA CHCFC is under license from McMaster University to implement the EDI with sites in the US. The EDI has 103 core items and is an observational checklist, based on recall that is completed by kindergarten teachers on each child in their class. 2 Teachers typically fill out the EDI in the second half of the school year.1 The EDI requires approximately 10-15 minutes per child to complete. Information collected using the EDI is reported at a group level (e.g. for a census tract, neighborhood, city, etc) and is never reported on individual children or used as a screening or diagnostic tool for children. The EDI contains five core domains which are described in Table 1, along with a count of the number of items included in each domain. These domains are further divided into sub-domains, which are explained in Section D, “Overview of sub-domains.” Appendix A lists the items comprising each domain and sub-domain. Table 1. Description of EDI Developmental Domains Domain Description Number of Items Absence of disease or impairment, access to adequate and appropriate nutrition, and gross and fine motor skills. Necessary gross and fine motor abilities to complete common kindergarten and first grade tasks, including items such as controlling a pencil or turning pages without tearing the pages. 13 Children need to meet general standards of acceptable behavior in public places, control their behavior, cooperate with others, show respect for adult authority, and communicate feelings and needs in a socially acceptable manner. 26 Emotional maturity is characterized by a balance between a child’s curiosity about the world, an eagerness to try new experiences, and some ability to reflect before acting. A child who is fearful and reluctant to engage in new activities misses learning opportunities that are seized upon by a child with a positive approach to life. 30 Language and Cognitive Development Language skills refer to vocabulary size and a child’s ability to name letters and attend to the component sounds within words. Cognitive skills involve the ways in which children perceive, organize, and analyze information. 26 Communication Skills and General Knowledge Children must be able to understand verbal communications with other adults and children and to verbally communicate experiences, ideas, wishes, and feelings in a way that can be understood by others. 8 Physical Health and Well-being Social Competence Emotional Maturity 1 Publisher requires that the EDI be completed no earlier than the third month of the school year and no later than the eighth month of the school year. 3 Understanding EDI results The EDI Community Profile depicts the percent of children “vulnerable” and “very ready” by geographic area for each of the five developmental domains. To calculate these percentages, four analytic steps were followed: 1) Determined which EDI records were valid for analysis; 2) Calculated the average score per record on each of the five domains; 3) Applied the normative population cutoffs (established in 2009-2010) to each record valid for analysis; and 4) Created the derived variables to determine each child’s vulnerability and very ready status by domain. These steps are explained further in the paragraphs below. Determined which EDI records were valid for analysis. The following two criteria were applied: a) Child must have been in the classroom for more than one month; and b) The EDI must have at least four of the five domains completed by the kindergarten teacher. The percent of records valid for analysis for this EDI Community Profile is listed later in this report (see Figure 1). Scored each record. For each record, an average score on each of the five domains was calculated by adding up the scores for all of the core items in that domain and dividing by the total number of core items comprising the domain. This average score then allows each record to be compared to the normative population cutoffs, specifically the “vulnerable” and “very ready” cutoffs, which are described below. Applied the normative population cutoffs. The normative population cutoffs were determined using school year 2009-2010 data to set a representative benchmark which helps to compare how children are doing developmentally both across sites and across years. To establish these cutoffs, an average score for each domain was first developed per child with data valid for analysis (N=10,244). The averages for all records valid for analysis were then sorted from lowest to highest to determine the 10th and the 75th percentile population cutoffs for each developmental domain. The 10th percentile is the EDI score below which 10% of the children are found and this corresponds to the “vulnerable” category. The 75th percentile is the EDI score below which 75% of the children are found and this corresponds to the “very ready” category. Created derived variables. Derived variables were created using the publisher’s proprietary syntax to determine the vulnerability and very ready status of each child on each domain. Children are defined as “vulnerable” in a domain if the mean of his/her EDI items for that domain falls at or below the 10th percentile population cutoff. Conversely, children in this report are “very ready” in a domain if the mean of his/her EDI items for that domain falls at or above the 75th percentile cutoff. In order to use the EDI results for effective local planning and improvement efforts, it is important to consider a variety of factors that will further the understanding about what is 4 working in neighborhoods for young children. For instance, it is important to consider EDI data in light of other important indicators that can help explain the potential reasons for the observed outcomes in child development. To do this, planners should consider community characteristics such as the percent of families living in poverty or the degree of linguistic isolation. They should also consider community assets such as investments made by the region that are dedicated to young children and the quantity, quality and accessibility of services. This information can provide insight into how service inputs in a community relate to the developmental outcomes observed for children and to identify potential service gaps as well as the areas where investments appear to be working. It is also important to consider EDI data in light of both the percent and the actual number of children vulnerable in a community. This is important because in comparing communities, it may be that in one community, there is a relatively high percent vulnerability, but this may translate to a small number of children; whereas in another community, there may be a lower percent of vulnerability but this translates to a much larger number of children falling into the vulnerable category. Without thoughtful consideration of factors such as these, planners run the risk of drawing erroneous conclusions. For instance, redirecting funding from neighborhoods that are showing a lower percent of children vulnerable to those with a higher percent of children vulnerable may not be appropriate when the higher risk community only involves a very small number of children or when the lower risk community has achieved these results because of sustained and effective prevention and/or intervention programs. In this latter case, redirecting resources away from lower risk communities could regrettably result in defunding strategies that are actually achieving positive outcomes for children. Limitations of the data For the EDI Community Profile to accurately reflect children’s development by geographic area, it is important to achieve a near census of all children living in each neighborhood. To achieve a census, it is necessary for all schools serving each neighborhood to participate in the EDI data collection effort. We conducted a series of randomized samples of individual child data and have discovered that the vulnerability rates are consistent when at least 70% of children living in the target community have completed EDIs. Though it is often difficult to achieve a full census, we considered data to most likely be representative of children in a community when at least 70% of children participate in a given geographic area. Where this 70% threshold was not met, we have made note to the reader in the maps and data tables that caution is warranted in interpreting the results. We have provided Table 3 to indicate the percent of children living in each geographic area that have an EDI valid for analysis. We have also noted cautions in interpreting data for neighborhoods that have a small number (N). While we do not report data for geographic areas with fewer than 10 valid EDI records, some sites nevertheless have a small N with slightly more than 10 records valid for analysis. 5 School district participation rates The EDI Community Profile reflects data collected by participating kindergarten teachers during the 2011-2012 school year. In addition, data were combined from the prior two years for schools that exclusively participated in 2009-2010 or 2010-2011 but did not participate in 20112012. By combining data from schools over three consecutive years, the Profile provides a more complete picture of the community results. Table 2 shows the percent of schools from each district that participated in the EDI data collection effort, as well as the number and percent of EDI questionnaires valid for analysis that were collected in that district. Though the data are collected by kindergarten teachers (and each school receives a confidential school report for children in their school), the data in this Profile are not depicted by school. Rather, this report depicts the data by the neighborhood in which the child resides. Since the goal of the EDI is to achieve a near census of all children living in the community, it is recommended that all schools serving each neighborhood participate in the EDI data collection effort. Table 2 can be used in conjunction with Table 3 to help target recruitment activities and bring additional schools into the EDI data collection effort as a key strategy to increase the representativeness of the data and ultimately to achieve a near census of all children living in the community. Table 2. Percent of Schools Participating in the EDI by School District, 2012 Number of Participating Schools1 Number of Schools in Districts2 Percent Participation Number and Percent of EDI Questionnaires Valid for Analysis1 Burkburnett ISD 3 3 100% 251 (97%) Christ Academy School 1 1 100% 15 (100%) Wichita Falls ISD 16 16 100% 973 (84%) Total 20 20 100% 1,239 (86%) 1. The EDI Community Profile reflects data collected by participating kindergarten teachers during the 2011-2012 school year. In addition, data were combined from the prior two years for schools that exclusively participated in 2009-2010 or 2010-2011 but did not participate in 2011-2012. 2. As reported in the District Profile. Geographic boundaries used for reporting results To facilitate both communitywide and more localized planning efforts, the EDI Community Profile presents the data by local geographic boundaries, such as neighborhoods or an aggregation of census geographies within the city or county. UCLA CHCFC worked with communities to identify the most relevant geographic boundaries to use in this report. Criteria which guided the selection of geographic boundaries included that they should be: 1) Contiguous (no gaps and no overlapping boundaries); 2) Small enough to identify distinct populations of children but large enough to represent a distinct, community defined 6 neighborhood; 3) Useful from a local planning perspective; 4) Consistent with census lines to maximize data analysis opportunities; and 5) Inclusive of the entire target geography. The maps in this report are based on the geographic boundaries established by sites. In communities that chose to use the neighborhood as their geographic boundary, local policymakers and community members were advised to define the neighborhood as a distinct and relatively small geographic area. In some cases, community defined neighborhoods were developed by working with local partners to convene neighborhood groups to jointly define neighborhood boundaries. UCLA used these neighborhood boundaries to create GIS (Geographic Information Systems) shape files for the EDI data maps. Table 3 shows the EDI participation rate for each geographic area that was within the larger target geography for the local initiative. The EDI participation rate was calculated based on dividing the total number of kindergarten students living in the geographic area that had valid EDI records (the numerator) by the estimated total number of kindergarten age children living in the geographic area (the denominator). Estimates for the denominator come from the 2010 Census. It is recommended that communities achieve at least a 70% EDI participation rate. Ideally, the EDI is designed to be a near census of all children and therefore all schools serving children in the geographic area should collect EDI data. A double asterisk in Table 3 next to the name of the geographic area indicates locations where fewer than 70% of kindergarten age children had EDIs valid for analysis. In these cases, results may not be representative of all children living there and therefore it is recommended that additional schools serving children in that area are recruited into the EDI data collection effort to increase the EDI participation rate. For reasons of confidentiality, where fewer than 10 valid EDI records were available for a given geographic area, this area (e.g. neighborhood) was suppressed (i.e. not reported). These neighborhoods are shaded in gray in Table 3. Fewer than 10 records can occur if the neighborhood has a very small kindergarten population or if there was a low EDI participation rate from the schools serving children living in the neighborhood. 7 Table 3. EDI Participation Rates by Neighborhood, 2012 Neighborhood Name (% Participation) Airport (>100%)* I 44 East / 240 South (81%) Sheppard AFB (11%)** Bonny Homes (91%) I 44 West / 369 South (5%)** Sikes Addition (62%)** Brook Village Area (79%) Indian Heights (81%) South Sam Houston (62%)** Central Burk (89%) Kickapoo (60%)** Southridge (>100%)* Colonial Park (20%)** Lucy Park (55%)** Southwest Burk (93%) Country Club (29%)** Lynwood East (92%) Stadium (61%)** Country Club Cottages (58%)** Lynwood West (84%) Stone Cliff (92%) Dog Patch (>100%)* Meadow Lake Addition (78%) Sunnyside (63%)** Downtown (38%)** Midwestern Farms (62%)** Sunset Terrace (32%)** East I 44 / South 240 (86%) Missile Road Housing Addition (91%) Tanglewood Area (36%)** Eastside (46%)** Morningside (58%)** University Park North (>100%)* Eastside Outskirts (7%)** North 240 / South Sycamore (66%)** University Park South (90%) Edgemere (94%) North Central Burk (>100%)* Wellington Estates (56%)** Elizabeth (70%) North Sycamore 1177 / Red River (62%)** West Central Burk (95%) Faith Village (90%) Northeast Burk (85%) West I 44 Burk (85%) Fillmore Addition (97%) Northside (82%) Western Hills (>100%)* Floral Heights (62%)** Northwest Burk (79%) Westmoreland (95%) Fountain Park (81%) Nunnely Place (83%) Wichita Gardens (25%)** Freedom Estates (90%) Rancho Vista Estates (89%) Hatton (>100%)* Sam Houston (96%) Shaded cells indicate that the geographic area has fewer than 10 valid EDI records. * EDI participation rates that exceed 100% are likely due to population fluctuations not captured in the census. Population data may be under counted or over counted by the census based on inconsistent citizen participation. ** Census estimates indicate that EDI data was collected on less than 70% of kindergarten age children living in this geographic area and therefore caution is warranted as the results may not be representative of all kindergarten age children living here. 8 Figure 1 below illustrates the total number of EDIs collected and how the final N presented in this Community Profile was derived. We provide this information to help local EDI coordinators determine why some data had to be excluded from the analysis and how to target data collection improvement efforts in the future. Below are a few explanations worth noting: “Geocoded” records are those that were able to be located on a map. “Not geocoded” are those records that either had incomplete home addresses or addresses that could not be located on the address locator data file, potentially because they were located on newly created roads that were not yet included in national databases or because more than one location was identified for the address. “Other” records are those not valid when: the student was in the class less than one month; the student moved out of the school or classroom; the teacher did not specify whether the child was in the class for at least one month; or the parent opted out. “Mapped records” are those that were used to create the EDI maps and tables in this report. “Suppressed” are those that were not mapped because the child either resides in a neighborhood with less than 10 EDI records or resides outside of the study area Figure 1. Number of EDI Checklists in Analysis, 2012 Number of EDI records collected 1,438 Records valid for analysis 1,239 (86.2%) Geocoded records 1,146 (79.7%) Mapped records 1,059 (73.6%) Records not valid for analysis 199 (13.8%) Not geocoded records 93 (6.5%) Teacher left 2 or more domains of Checklist incomplete 6 (0.4%) Other 193 (13.4%) Suppressed records 87 (6.1%) Resides outside of the study area 11 (0.8%) Resides in neighborhood with <10 records 76 (5.3%) 9 C. Mapped Results by Geographic Area The EDI data are mapped by geographic area, such as by neighborhood or census tract. The EDI maps also overlay other indicators including socio-demographic characteristics and community assets in order to help understand the factors contributing to the observed outcomes in children. The maps are designed to provide early childhood stakeholders with data for communities to reflect on where children are doing better or worse in particular geographic and developmental areas and how community level assets (such as early childhood and family support services) relate to community level developmental outcomes for children. The first set of maps (Maps 1-7) present the EDI data by geographic area and then the second set of maps (Maps 8-13) overlay EDI data with a variety of other socio-demographic indicators and community assets. The maps assign each geographic area into one of five, color-shaded categories that represent increasing levels of vulnerability rates in that community. The legend in Figure 2 is used for all EDI maps and shows that the darker shades of green indicate a higher percentage of children vulnerable and the lighter shades of green indicate a lower percentage of children vulnerable. Figure 2. EDI Map Legend Each category of shading represents a range of values for the percent of children vulnerable in a neighborhood. The white box in the legend indicates that no children from that neighborhood participated in the EDI or that data were suppressed because fewer than 10 children had EDI data that were valid for analysis. 10 The range of values, unique to each of the five developmental domains, was established using standard deviations. To calculate the standard deviations, the national average percentage of children vulnerable for a neighborhood was calculated for each domain. The break points for the range values were set using 0.5 standard deviations from the national average. The national average is interpreted as what would be the expected norm for any given neighborhood, based on the national data collected in 2010. In the legend shown in Figure 2, the expected norm corresponds to the shade of green that lies in the middle of the scale (i.e. the third shaded box from the top). This range is 0.25 standard deviations below and 0.25 standard deviations above the national average, thus creating a range of 0.5 of the standard deviation. The other four shades of green in the legend have a 0.5 standard deviation range as well. The two shaded boxes appearing above the middle box (expected norm) reflect neighborhoods doing increasingly better than the expected norm (i.e. progressively smaller percentages of children with vulnerability). Conversely, the two shaded boxes appearing below the middle box reflect neighborhoods doing increasingly worse than the expected norm (i.e. progressively larger percentages of children with vulnerability). Figure 3 below shows the actual ranges used in the EDI maps for the percent of children vulnerable in each of the five developmental domains and for the measure of vulnerable on two or more domain. These were used to create the shading schemes in the EDI maps. Note that range values differ across domains because the expected norm differs by domain. Figure 3. Ranges Used in the EDI Maps for the Percent of Children Vulnerable Physical Health and Well-being Social Competence Emotional Maturity Language and Cognitive Development Communication and General Knowledge Developmentally Vulnerable on 2 or More Domains 0% - 6% 0% - 4% 0% - 5% 0% - 4% 0% - 4% 0% - 7% 7% - 11% 5% - 8% 6% - 9% 5% - 8% 5% - 8% 8% - 12% 12% - 15% 9% - 12% 10% - 14% 9% - 13% 9% - 12% 13% - 16% 16% - 20% 13% - 16% 15% - 18% 14% - 17% 13% - 16% 17% - 21% 21% or more 17% or more 19% or more 18% or more 17% or more 22% or more 11 Child developmental outcomes Maps 1-7 present the EDI data by geographic area. Below is a list of the maps in this section: Map 1 – Children Vulnerable on 2 or More Developmental Domains Map 2 – Children Vulnerable in the Physical Health and Well-being Domain Map 3 – Children Vulnerable in the Social Competence Domain Map 4 – Children Vulnerable in the Emotional Maturity Domain Map 5 – Children Vulnerable in the Language and Cognitive Development Domain Map 6 – Children Vulnerable in the Communication Skills and General Knowledge Domain Map 7 – Children Vulnerable on 2 or More Developmental Domains with Proportion of Vulnerabilities by Domain Community indicators and assets Maps 8-13 present the EDI data overlaid with a variety of other socio-demographic indicators and community assets. All of the socio-demographic and community assets are overlaid onto the same base EDI map which depicts the proportion of children vulnerable on two or more developmental domains. Below is a list of the maps in this section. Map 8 – Children Vulnerable on 2 or More Developmental Domains with Percent of Families with Children in Poverty Map 9 – Children Vulnerable on 2 or More Developmental Domains with Percent of Single Parent Families Map 10 – Children Vulnerable on 2 or More Developmental Domains with Years at Current Residence Map 11 – Children Vulnerable on 2 or More Developmental Domains with Percent of Children Enrolled in Preschool/Nursery School Map 12 – Children Vulnerable on 2 or More Developmental Domains with Community Assets Map 13 – Children Vulnerable on 2 or More Developmental Domains with Child Care Sites Note: Please see Appendix B for a description of maps 7-13. 12 Map 1 – Children Vulnerable on 2 or More Developmental Domains 13 14 Map 2 – Children Vulnerable in the Physical Health and Well-being Domain 15 16 Map 3 – Children Vulnerable in the Social Competence Domain 17 18 Map 4 – Children Vulnerable in the Emotional Maturity Domain 19 20 Map 5 – Children Vulnerable in the Language and Cognitive Development Domain 21 22 Map 6 – Children Vulnerable in the Communication Skills and General Knowledge Domain 23 24 Map 7 – Children Vulnerable on 2 or More Developmental Domains with Proportion of Vulnerabilities by Domain 25 26 Map 8 – Children Vulnerable on 2 or More Developmental Domains with Percent of Families with Children in Poverty 27 28 Map 9 – Children Vulnerable on 2 or More Developmental Domains with Percent of Single Parent Families 29 30 Map 10 – Children Vulnerable on 2 or More Developmental Domains with Years at Current Residence 31 32 Map 11 – Children Vulnerable on 2 or More Developmental Domains with Percent of Children Enrolled in Preschool/Nursery School 33 34 Map 12 – Children Vulnerable on 2 or More Developmental Domains with Community Assets 35 36 Map 13 – Children Vulnerable on 2 or More Developmental Domains with Child Care Sites 37 38 D. Data Tables by Geographic Area The tables in this section offer a more detailed look at children’s developmental outcomes and provide a description of their demographic characteristics by geographic area. Five domains of child development Table 4 shows for each area, the number (N) and percent of children by EDI domain that are considered developmentally vulnerable, meaning they scored at or below the 10th percentile vulnerability cutoff. The second to last column shows the number and percent of children who were vulnerable on two or more developmental domains. Additionally, the last column displays the number and percent of children who were very ready on four or more domains; that is, they scored at or above the 75th percentile for at least four out of the five domains. The bottom row lists the total results for all of the children living in the community with completed EDIs. 39 Table 4. EDI Community Profile Summary, 2012 Proportion of Children Developmentally Vulnerable by Domain Neighborhood Name N* Physical Health and Well-being N (%) Social Competence Emotional Maturity N (%) N (%) Language and Cognitive Development Communication Skills and General Knowledge Developmentally Developmentally Vulnerable on 2+ Domains Very Ready on 4+ Domains N (%) N (%) N (%) N (%) Airport 19 3 (16%) 4 (21%) 3 (16%) 4 (21%) 5 (26%) 5 (26%) 1 (5%) Bonny Homes 21 0 (0%) 2 (10%) 2 (10%) 2 (10%) 1 (5%) 2 (10%) 1 (5%) Brook Village Area 32 3 (9%) 2 (6%) 1 (3%) 2 (6%) 3 (9%) 2 (6%) 3 (9%) Central Burk 14 3 (21%) 2 (14%) 5 (36%) 2 (14%) 0 (0%) 3 (21%) 0 (0%) Dog Patch 29 1 (3%) 1 (3%) 2 (7%) 4 (14%) 4 (14%) 3 (10%) 2 (7%) Downtown ** 24 1 (4%) 3 (13%) 1 (4%) 1 (4%) 2 (8%) 2 (8%) 2 (8%) East I 44 / South 240 15 2 (13%) 1 (7%) 1 (7%) 1 (7%) 2 (13%) 1 (7%) 4 (27%) Eastside ** 43 5 (12%) 3 (7%) 9 (21%) 6 (14%) 4 (9%) 7 (16%) 4 (9%) Edgemere 37 2 (5%) 1 (3%) 1 (3%) 2 (5%) 3 (8%) 3 (8%) 10 (27%) Faith Village 48 5 (10%) 9 (19%) 8 (17%) 7 (15%) 6 (13%) 9 (19%) 8 (17%) Fillmore Addition 23 3 (13%) 1 (4%) 1 (4%) 0 (0%) 1 (4%) 2 (9%) 6 (26%) Floral Heights ** 56 2 (4%) 2 (4%) 1 (2%) 3 (5%) 5 (9%) 2 (4%) 5 (9%) Fountain Park 15 1 (7%) 2 (13%) 3 (20%) 2 (13%) 1 (7%) 2 (13%) 0 (0%) Freedom Estates 45 4 (9%) 7 (16%) 8 (18%) 5 (11%) 3 (7%) 8 (18%) 9 (20%) Hatton 12 0 (0%) 0 (0%) 1 (8%) 1 (8%) 1 (8%) 1 (8%) 2 (17%) I 44 East / 240 South 18 2 (11%) 2 (11%) 3 (17%) 1 (6%) 0 (0%) 2 (11%) 5 (28%) Indian Heights 26 1 (4%) 1 (4%) 2 (8%) 3 (12%) 4 (15%) 4 (15%) 5 (19%) Kickapoo ** 36 5 (14%) 1 (3%) 5 (14%) 5 (14%) 4 (11%) 4 (11%) 6 (17%) Lynwood West 18 3 (17%) 6 (33%) 8 (44%) 3 (17%) 4 (22%) 7 (39%) 3 (17%) Meadow Lake Addition 34 1 (3%) 2 (6%) 4 (12%) 4 (12%) 1 (3%) 3 (9%) 5 (15%) Midwestern Farms ** 11 0 (0%) 0 (0%) 1 (9%) 0 (0%) 0 (0%) 0 (0%) 4 (36%) Missile Road Housing Addition 27 1 (4%) 3 (11%) 3 (11%) 2 (7%) 3 (11%) 3 (11%) 6 (22%) 40 Proportion of Children Developmentally Vulnerable by Domain Neighborhood Name N* Physical Health and Well-being N (%) Social Competence Emotional Maturity N (%) N (%) Language and Cognitive Development Communication Skills and General Knowledge Developmentally Developmentally Vulnerable on 2+ Domains Very Ready on 4+ Domains N (%) N (%) N (%) N (%) North 240 / South Sycamore ** 11 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 1 (9%) North Central Burk 15 0 (0%) 0 (0%) 2 (13%) 2 (13%) 1 (7%) 1 (7%) 1 (7%) Northside 37 0 (0%) 2 (5%) 6 (16%) 3 (8%) 5 (14%) 4 (11%) 10 (27%) Northwest Burk 11 1 (9%) 0 (0%) 2 (18%) 1 (9%) 0 (0%) 1 (9%) 0 (0%) Nunnely Place 19 1 (5%) 3 (16%) 3 (17%) 0 (0%) 1 (5%) 3 (16%) 6 (32%) Rancho Vista Estates 21 3 (14%) 3 (14%) 3 (14%) 3 (14%) 1 (5%) 3 (14%) 4 (19%) Sam Houston 35 3 (9%) 1 (3%) 2 (6%) 2 (6%) 1 (3%) 2 (6%) 4 (11%) Sikes Addition ** 13 1 (8%) 1 (8%) 1 (8%) 0 (0%) 0 (0%) 1 (8%) 3 (23%) South Sam Houston ** 10 0 (0%) 0 (0%) 0 (0%) 0 (0%) 1 (10%) 0 (0%) 2 (20%) Southridge 12 0 (0%) 0 (0%) 1 (8%) 1 (8%) 0 (0%) 1 (8%) 5 (42%) Southwest Burk 16 0 (0%) 1 (6%) 1 (6%) 0 (0%) 0 (0%) 1 (6%) 5 (31%) Stadium ** 49 2 (4%) 5 (10%) 5 (10%) 2 (4%) 5 (10%) 6 (12%) 12 (24%) Stone Cliff 28 1 (4%) 1 (4%) 4 (14%) 3 (11%) 4 (14%) 3 (11%) 4 (14%) Sunnyside ** 29 0 (0%) 0 (0%) 2 (7%) 1 (3%) 1 (3%) 0 (0%) 2 (7%) Sunset Terrace ** 11 1 (9%) 1 (9%) 4 (36%) 1 (9%) 0 (0%) 1 (9%) 1 (9%) University Park North 10 0 (0%) 0 (0%) 0 (0%) 1 (10%) 0 (0%) 0 (0%) 3 (30%) University Park South 29 2 (7%) 2 (7%) 5 (17%) 3 (10%) 2 (7%) 2 (7%) 5 (17%) Wellington Estates ** 12 0 (0%) 1 (8%) 1 (8%) 2 (17%) 0 (0%) 1 (8%) 5 (42%) West Central Burk 28 1 (4%) 3 (11%) 5 (18%) 1 (4%) 0 (0%) 3 (11%) 5 (18%) West I 44 Burk 12 0 (0%) 1 (8%) 1 (8%) 1 (8%) 0 (0%) 0 (0%) 0 (0%) Western Hills 27 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 8 (30%) Westmoreland 21 0 (0%) 0 (0%) 0 (0%) 1 (5%) 1 (5%) 1 (5%) 6 (29%) 1,059 64 (6%) 80 (8%) 121 (11%) 88 (8%) 80 (8%) 109 (10%) 183 (17%) Community-wide Data Source: Teacher Reported EDI Checklist 41 * N is the number of checklists valid for analysis received for a geographic area. The actual N for each domain may be lower (refer to Tables 5-9 for the N by domain). ** Data collected on < 70% of children living in this geographic area and therefore caution is warranted as the data may not be representative of all children living here. 42 Percentage of children vulnerable and very ready by domain & geographic area Tables 5-9 show the percentage of kindergarteners who are categorized as vulnerable and very ready in each EDI domain by geographic area. A child is considered developmentally vulnerable if their EDI score is at or below the 10th percentile. Conversely, a child is considered to be very ready if their EDI score is at or above the 75th percentile. The “N” column is the number of EDI Checklists with data valid for analysis in that specific domain. Table 5. EDI Domain: Physical Health and Well-being, 2012 Neighborhood Name N % of Children Developmentally Vulnerable Airport 19 16% 11% Bonny Homes 21 0% 24% Brook Village Area 32 9% 16% Central Burk 14 21% 7% Dog Patch 29 3% 14% Downtown 24 4% 21% East I 44 / South 240 15 13% 40% Eastside 43 12% 26% Edgemere 37 5% 38% Faith Village 48 10% 33% Fillmore Addition 23 13% 48% Floral Heights 56 4% 27% Fountain Park 15 7% 27% Freedom Estates 45 9% 42% Hatton 12 0% 42% I 44 East / 240 South 18 11% 44% Indian Heights 26 4% 46% Kickapoo 36 14% 33% Lynwood West 18 17% 33% Meadow Lake Addition 34 3% 32% Midwestern Farms 11 0% 55% Missile Road Housing Addition 27 4% 44% North 240 / South Sycamore 11 0% 18% North Central Burk 15 0% 7% Northside 37 0% 41% Northwest Burk 11 9% 27% Nunnely Place 19 5% 53% % of Children Very Ready 43 Rancho Vista Estates 21 14% 38% Sam Houston 35 9% 26% Sikes Addition 13 8% 31% South Sam Houston 10 0% 50% Southridge 12 0% 42% Southwest Burk 16 0% 31% Stadium 49 4% 65% Stone Cliff 28 4% 43% Sunnyside 29 0% 45% Sunset Terrace 11 9% 45% University Park North 10 0% 70% University Park South 29 7% 24% Wellington Estates 12 0% 50% West Central Burk 28 4% 18% West I 44 Burk 12 0% 0% Western Hills 27 0% 78% Westmoreland 21 0% 86% 1,059 6% 36% Community-wide Data Source: Teacher Reported EDI Checklist Table 6. EDI Domain: Social Competence, 2012 Neighborhood Name N % of Children Developmentally Vulnerable % of Children Very Ready Airport 19 21% 26% Bonny Homes 21 10% 33% Brook Village Area 32 6% 19% Central Burk 14 14% 14% Dog Patch 29 3% 24% Downtown 24 13% 25% East I 44 / South 240 15 7% 20% Eastside 43 7% 21% Edgemere 37 3% 41% Faith Village 48 19% 13% Fillmore Addition 23 4% 43% Floral Heights 56 4% 20% Fountain Park 15 13% 20% Freedom Estates 45 16% 24% 44 Neighborhood Name N % of Children Developmentally Vulnerable Hatton 12 0% 33% I 44 East / 240 South 18 11% 22% Indian Heights 26 4% 42% Kickapoo 36 3% 22% Lynwood West 18 33% 17% Meadow Lake Addition 34 6% 26% Midwestern Farms 11 0% 36% Missile Road Housing Addition 27 11% 15% North 240 / South Sycamore 11 0% 36% North Central Burk 15 0% 13% Northside 37 5% 35% Northwest Burk 11 0% 27% Nunnely Place 19 16% 37% Rancho Vista Estates 21 14% 24% Sam Houston 35 3% 17% Sikes Addition 13 8% 31% South Sam Houston 10 0% 30% Southridge 12 0% 42% Southwest Burk 16 6% 50% Stadium 49 10% 43% Stone Cliff 28 4% 18% Sunnyside 29 0% 28% Sunset Terrace 11 9% 9% University Park North 10 0% 40% University Park South 29 7% 24% Wellington Estates 12 8% 42% West Central Burk 28 11% 18% West I 44 Burk 12 8% 25% Western Hills 27 0% 67% Westmoreland 21 0% 57% 1,059 8% 28% Community-wide % of Children Very Ready Data Source: Teacher Reported EDI Checklist 45 Table 7. EDI Domain: Emotional Maturity, 2012 Neighborhood Name N % of Children Developmentally Vulnerable % of Children Very Ready Airport 19 16% 26% Bonny Homes 21 10% 14% Brook Village Area 32 3% 22% Central Burk 14 36% 14% Dog Patch 29 7% 45% Downtown 24 4% 25% East I 44 / South 240 15 7% 40% Eastside 43 21% 19% Edgemere 37 3% 38% Faith Village 48 17% 27% Fillmore Addition 23 4% 30% Floral Heights 56 2% 18% Fountain Park 15 20% 40% Freedom Estates 45 18% 22% Hatton 12 8% 33% I 44 East / 240 South 18 17% 28% Indian Heights 26 8% 42% Kickapoo 36 14% 31% Lynwood West 18 44% 22% Meadow Lake Addition 34 12% 24% Midwestern Farms 11 9% 73% Missile Road Housing Addition 27 11% 33% North 240 / South Sycamore 11 0% 18% North Central Burk 15 13% 40% Northside 37 16% 43% Northwest Burk 11 18% 18% Nunnely Place 18 17% 33% Rancho Vista Estates 21 14% 24% Sam Houston 35 6% 40% Sikes Addition 13 8% 38% South Sam Houston 10 0% 40% Southridge 12 8% 50% 46 Neighborhood Name N % of Children Developmentally Vulnerable Southwest Burk 16 6% 38% Stadium 49 10% 35% Stone Cliff 28 14% 25% Sunnyside 29 7% 17% Sunset Terrace 11 36% 36% University Park North 10 0% 40% University Park South 29 17% 21% Wellington Estates 12 8% 58% West Central Burk 28 18% 39% West I 44 Burk 12 8% 42% Western Hills 27 0% 44% Westmoreland 21 0% 38% 1,058 11% 31% Community-wide % of Children Very Ready Data Source: Teacher Reported EDI Checklist Table 8. EDI Domain: Language and Cognitive Development, 2012 Neighborhood Name N % of Children Developmentally Vulnerable Airport 19 21% 21% Bonny Homes 21 10% 24% Brook Village Area 32 6% 13% Central Burk 14 14% 7% Dog Patch 29 14% 17% Downtown 24 4% 13% East I 44 / South 240 15 7% 33% Eastside 43 14% 28% Edgemere 37 5% 57% Faith Village 48 15% 25% Fillmore Addition 23 0% 17% Floral Heights 56 5% 16% Fountain Park 15 13% 0% Freedom Estates 45 11% 29% Hatton 12 8% 8% I 44 East / 240 South 18 6% 50% % of Children Very Ready 47 Neighborhood Name N % of Children Developmentally Vulnerable Indian Heights 26 12% 12% Kickapoo 36 14% 47% Lynwood West 18 17% 28% Meadow Lake Addition 34 12% 35% Midwestern Farms 11 0% 55% Missile Road Housing Addition 27 7% 44% North 240 / South Sycamore 11 0% 18% North Central Burk 15 13% 13% Northside 37 8% 38% Northwest Burk 11 9% 18% Nunnely Place 19 0% 47% Rancho Vista Estates 21 14% 24% Sam Houston 35 6% 20% Sikes Addition 13 0% 46% South Sam Houston 10 0% 40% Southridge 12 8% 67% Southwest Burk 16 0% 50% Stadium 49 4% 33% Stone Cliff 28 11% 32% Sunnyside 29 3% 14% Sunset Terrace 11 9% 18% University Park North 10 10% 30% University Park South 29 10% 41% Wellington Estates 12 17% 25% West Central Burk 28 4% 39% West I 44 Burk 12 8% 17% Western Hills 27 0% 15% Westmoreland 21 5% 14% 1,059 8% 28% Community-wide % of Children Very Ready Data Source: Teacher Reported EDI Checklist 48 Table 9. EDI Domain: Communication Skills and General Knowledge, 2012 Neighborhood Name N % of Children Developmentally Vulnerable % of Children Very Ready Airport 19 26% 26% Bonny Homes 21 5% 24% Brook Village Area 32 9% 34% Central Burk 14 0% 21% Dog Patch 29 14% 21% Downtown 24 8% 29% East I 44 / South 240 15 13% 40% Eastside 43 9% 26% Edgemere 37 8% 41% Faith Village 48 13% 19% Fillmore Addition 23 4% 43% Floral Heights 56 9% 32% Fountain Park 15 7% 33% Freedom Estates 45 7% 27% Hatton 12 8% 58% I 44 East / 240 South 18 0% 28% Indian Heights 26 15% 35% Kickapoo 36 11% 44% Lynwood West 18 22% 33% Meadow Lake Addition 34 3% 44% Midwestern Farms 11 0% 45% Missile Road Housing Addition 27 11% 37% North 240 / South Sycamore 11 0% 45% North Central Burk 15 7% 13% Northside 37 14% 38% Northwest Burk 11 0% 45% Nunnely Place 19 5% 58% Rancho Vista Estates 21 5% 57% Sam Houston 34 3% 41% Sikes Addition 13 0% 46% South Sam Houston 10 10% 50% Southridge 12 0% 50% 49 Southwest Burk 16 0% 50% Stadium 49 10% 51% Stone Cliff 28 14% 29% Sunnyside 29 3% 55% Sunset Terrace 11 0% 27% University Park North 10 0% 50% University Park South 29 7% 45% Wellington Estates 12 0% 92% West Central Burk 28 0% 25% West I 44 Burk 12 0% 17% Western Hills 27 0% 67% Westmoreland 21 5% 62% 1,058 8% 38% Community-wide Data Source: Teacher Reported EDI Checklist 50 Overview of sub-domains Four of the five domains are divided into multiple sub-domains and one domain (Communication Skills and General Knowledge), is treated as a single sub-domain. Together, the five domains consist of a total of 16 sub-domains. For the sub-domain analysis, children are categorized as either “not ready,” “somewhat ready,” or “ready” for school. Cutoffs for these three sub-domain categories have been determined by the publishers at the Offord Centre, and are not based on the population cutoffs used in previous tables to determine whether a child is vulnerable or very ready in a domain. While the term "very ready" (used in the context of the five EDI domains) and the term "ready" (used in the sub-domains) are similar, the percentages of the population who fall within these categories can be different because they measure different levels of the construct and because different methods are used to calculate them. A child is categorized as "very ready" in a domain based on his/her mean score in comparison to our national sample, whereas the cutoff for "ready" in a sub-domain has been determined by Offord Centre and is not linked to our national sample. Tables 10-14 list the skills and abilities that children typically have in the “not ready for school” and “ready/somewhat ready for school” categories for each sub-domain. Children who fall in the “not ready for school” category are considered to have developmental challenges in that area. Each sub-domain represents one aspect of a child’s development. While some domains represent skills that a child in kindergarten is expected to have already mastered based on his/her developmental age (e.g. physical independence), others represent areas of development that are still emerging (e.g. pro-social behavior). Table 10. EDI Sub-domain: Physical Health and Well-being Sub-domain Not Ready for School Ready/Somewhat Ready for School Physical readiness for school work Children have at least sometimes experienced coming unprepared for the school day by being dressed inappropriately, coming to school late, hungry, or tired. Children who never or almost never experienced being dressed inappropriately for school activities, coming to school late, hungry, or tired. Physical independence Children range from those who have not developed one of the three skills (independence, handedness, coordination) and/or suck a thumb to those who have not developed any of the skills and suck a thumb. Children who are independent looking after their needs, have an established hand preference, are well coordinated, and do not suck a thumb/finger. Gross and fine motor skills Children range from those who have an average ability to perform skills requiring gross and fine motor competence and good or average overall energy levels, to those who have poor fine and gross motor skills, overall energy levels, and physical skills. Children who have an excellent ability to physically tackle the school day and have excellent or good gross and fine motor skills. 51 Table 11. EDI Sub-domain: Social Competence Sub-domain Not Ready for School Ready/Somewhat Ready for School Overall social competence with peers Children who have average to poor overall social skills, low self-confidence and are rarely able to play with various children and interact cooperatively. Children with excellent/good overall social development, very good ability to get along with other children and play with various children, usually cooperative and self-confident. Respect and responsibility Children who only sometimes or never accept responsibility for actions, show respect for others and for property, demonstrate self-control, and are rarely able to follow rules and take care of materials. Children who always or most of the time show respect for others and for property, follow rules and take care of materials, accept responsibility for actions, and show self-control. Approaches to learning* Children who only sometimes or never work neatly, independently, are rarely able to solve problems, follow class routines and do not easily adjust to changes in routines. Children who always or most of the time work neatly, independently, and solve problems, follow instructions and class routines, easily adjust to changes. Readiness to explore new things Children who only sometimes or never show curiosity about the world or an eagerness to explore new books, toys and games. Children who are curious about the surrounding world, and are eager to explore new books, toys and games. * The “approaches to learning” sub-domain was previously referred to as “independence and adjustment.” Table 12. EDI Sub-domain: Emotional Maturity Sub-domain Not Ready for School Ready/Somewhat Ready for School Prosocial and helping behavior Children who never or almost never show most of the helping behaviors; they do not help someone hurt, sick or upset, do not spontaneously offer to help, or invite bystanders to join in. Children who often show most of the helping behaviors: helping someone hurt, sick or upset, offering to help spontaneously, and invite bystanders to join in. Anxious and fearful behavior Children who often show most of the anxious behaviors; they could be worried, unhappy, nervous, sad or excessively shy, indecisive; and they can be upset when left at school. Children who rarely or never show most of the anxious behaviors, they are happy and able to enjoy school, and are comfortable being left at school by caregivers. Aggressive behavior Children who often show most of the aggressive behaviors; they get into physical fights, kick or bite others, take other people’s things, are disobedient or have temper tantrums. Children who rarely or never show most of the aggressive behaviors; they do not use aggression as means of solving conflict, do not have temper tantrums, and are not mean to others. 52 Sub-domain Not Ready for School Ready/Somewhat Ready for School Hyperactive and inattentive behavior Children who often show most of the hyperactive behaviors; they could be restless, distractible, impulsive; they fidget and have difficulty settling into activities. Children who never show most of the hyperactive behaviors; they are able to concentrate, settle to chosen activities, wait their turn, and most of the time think before doing something. Table 13. EDI Sub-domain: Language and Cognitive Development Sub-domain Not Ready for School Ready/Somewhat Ready for School Basic literacy skills Children who do not have most of the basic literacy skills: they have problems with identifying letters or attaching sounds to them, rhyming; may not know the writing directions and even how to write their own name. Children who have all of the basic literacy skills: know how to handle a book; can identify some letters and attach sounds to some letters; show awareness of rhyming words; know the writing directions; and are able to write their own name. Interest in literacy/numeracy and memory Children who may not show interest in books and reading, or math and number games, or both; and may have difficulty remembering things. Children who show interest in books and reading, math and numbers; and have no difficulty remembering things. Advanced literacy skills Children who have only up to one of the advanced literacy skills; who cannot read or write simple words or sentences; and rarely write voluntarily. Children who have at least half of the advanced literacy skills: reading simple, complex words or sentences; writing voluntarily writing simple words or sentences. Basic numeracy skills Children who have marked difficulty with numbers; cannot count, compare, or recognize numbers; may not be able to name all the shapes and may have difficulty with time concepts. Children who have all of the basic numeracy skills: can count to 20 and recognize shapes and numbers; compare numbers; sort and classify; use one-to-one correspondence; and understand simple time concepts. Table 14. EDI Sub-domain: Communication Skills and General Knowledge Sub-domain Not Ready for School Ready/Somewhat Ready for School Communication skills and general knowledge Children who range from being average to very poor in effective communication, may have difficulty in participating in games involving the use of language, may be difficult to understand and may have difficulty understanding others; may show little general knowledge and may have difficulty with their native language. Children who have excellent or very good communication skills; can communicate easily and effectively, can participate in story-telling or imaginative play, articulate clearly, shows adequate general knowledge, and are proficient in their native language. 53 Sub-domain scores by geographic area Tables 15-19 show for each geographic area, the number (N) and percent of children who are considered not ready, somewhat ready, and ready in each of the sub-domains. Table 15. EDI Sub-domain: Physical Health and Well-being, 2012 Physical readiness for school day* Neighborhood Name Physical independence* Ready N Not Ready 5% 95% 19 0% 100% 21 3% 97% 0% 100% 29 0% 24 4% East I 44 / South 240 15 Eastside 43 Edgemere Faith Village Gross and fine motor skills Ready N Not Ready Somewhat Ready Ready 5% 95% 19 68% 11% 21% 0% 100% 21 43% 29% 29% 32 16% 84% 32 56% 25% 19% 14 21% 79% 14 64% 14% 21% 100% 29 3% 97% 29 52% 24% 24% 96% 24 4% 96% 24 29% 21% 50% 13% 87% 15 13% 87% 15 33% 0% 67% 7% 93% 43 26% 74% 43 37% 21% 42% 37 0% 100% 37 24% 76% 37 22% 3% 76% 48 4% 96% 48 19% 81% 48 46% 4% 50% Fillmore Addition 23 4% 96% 23 13% 87% 23 26% 17% 57% Floral Heights 56 4% 96% 56 9% 91% 56 27% 29% 45% Fountain Park 15 0% 100% 15 33% 67% 15 40% 27% 33% Freedom Estates 45 0% 100% 45 18% 82% 45 29% 18% 53% Hatton 12 0% 100% 12 0% 100% 12 8% 0% 92% I 44 East / 240 South 18 11% 89% 18 28% 72% 18 11% 28% 61% Indian Heights 26 4% 96% 26 15% 85% 26 23% 8% 69% Kickapoo 36 11% 89% 36 17% 83% 36 31% 14% 56% Lynwood West 18 0% 100% 18 39% 61% 18 50% 11% 39% Meadow Lake Addition 34 9% 91% 34 12% 88% 34 21% 15% 65% Midwestern Farms 11 0% 100% 11 9% 91% 11 36% 0% 64% Missile Road Housing Addition 27 4% 96% 27 19% 81% 27 22% 7% 70% North 240 / South Sycamore 11 0% 100% 11 9% 91% 11 27% 45% 27% North Central Burk 15 0% 100% 15 13% 87% 15 80% 7% 13% N Not Ready Airport 19 Bonny Homes 21 Brook Village Area 32 Central Burk 14 Dog Patch Downtown 54 Physical readiness for school day* Neighborhood Name Physical independence* Gross and fine motor skills N Not Ready Ready N Not Ready Ready N Not Ready Somewhat Ready Ready Northside 37 0% 100% 37 19% 81% 37 22% 19% 59% Northwest Burk 11 0% 100% 11 9% 91% 11 45% 18% 36% Nunnely Place 19 0% 100% 19 21% 79% 19 11% 5% 84% Rancho Vista Estates 21 5% 95% 21 5% 95% 21 33% 14% 52% Sam Houston 35 9% 91% 35 14% 86% 35 34% 9% 57% Sikes Addition 13 0% 100% 13 38% 62% 13 38% 15% 46% South Sam Houston 10 0% 100% 10 10% 90% 10 40% 10% 50% Southridge 12 0% 100% 12 8% 92% 12 25% 25% 50% Southwest Burk 16 0% 100% 16 6% 94% 16 13% 44% 44% Stadium 49 0% 100% 49 6% 94% 49 14% 14% 71% Stone Cliff 28 0% 100% 28 14% 86% 28 21% 14% 64% Sunnyside 29 0% 100% 29 3% 97% 29 10% 7% 83% Sunset Terrace 11 0% 100% 11 36% 64% 11 18% 18% 64% University Park North 10 0% 100% 10 0% 100% 10 20% 0% 80% University Park South 29 3% 97% 29 17% 83% 29 41% 7% 52% Wellington Estates 12 0% 100% 12 8% 92% 12 8% 8% 83% West Central Burk 28 4% 96% 28 7% 93% 28 54% 21% 25% West I 44 Burk 12 0% 100% 12 0% 100% 12 33% 50% 17% Western Hills 27 0% 100% 27 7% 93% 27 4% 7% 89% Westmoreland 21 0% 100% 21 5% 95% 21 10% 5% 86% 1,059 3% 97% 1,059 14% 86% 1,059 31% 15% 54% Community-wide Data Source: Teacher Reported EDI Checklist. Totals of 99% and 101% are due to rounding. * The “somewhat ready” category does not apply because the response options on the EDI for these sub-domains were dichotomous (yes/no). 55 Table 16. EDI Sub-domain: Social Competence, 2012 Overall social competence Neighborhood Name N Airport 19 16% Bonny Homes 21 10% Brook Village Area 32 Central Burk Dog Patch Not Somewhat Ready Ready Responsibility and respect Not Somewhat Ready Ready Ready Approaches to learning Readiness to explore new things N Not Ready 63% 19 26% 16% 58% 19 11% 26% 63% 76% 21 10% 19% 71% 21 0% 33% 67% 31% 66% 32 6% 44% 50% 32 6% 25% 69% 7% 36% 57% 14 14% 36% 50% 14 0% 21% 79% 3% 28% 69% 29 3% 34% 62% 29 3% 24% 72% 24 8% 29% 63% 24 8% 38% 54% 24 8% 25% 67% 47% 15 7% 20% 73% 15 13% 33% 53% 15 0% 13% 87% 49% 40% 43 16% 23% 60% 43 14% 40% 47% 43 2% 16% 81% 5% 38% 57% 37 3% 16% 81% 37 8% 14% 78% 37 3% 5% 92% 17% 54% 29% 48 13% 23% 65% 48 19% 29% 52% 48 8% 50% 42% 4% 39% 57% 23 4% 17% 78% 23 4% 30% 65% 23 4% 26% 70% 56 7% 43% 50% 56 2% 18% 80% 56 5% 25% 70% 55 11% 13% 76% 15 7% 47% 47% 15 7% 27% 67% 15 13% 40% 47% 15 7% 7% 87% Freedom Estates 45 11% 49% 40% 45 16% 18% 67% 45 20% 27% 53% 45 4% 9% 87% Hatton 12 0% 33% 67% 12 8% 8% 83% 12 0% 17% 83% 12 0% 8% 92% I 44 East / 240 South 18 6% 39% 56% 18 6% 17% 78% 18 11% 39% 50% 18 0% 6% 94% Indian Heights 26 4% 35% 62% 26 4% 12% 85% 26 12% 27% 62% 26 0% 15% 85% Kickapoo 36 8% 44% 47% 36 3% 22% 75% 36 8% 28% 64% 36 8% 22% 69% Lynwood West 18 39% 33% 28% 18 39% 22% 39% 18 39% 28% 33% 18 0% 22% 78% Meadow Lake Addition 34 12% 35% 53% 34 12% 24% 65% 34 6% 38% 56% 34 3% 29% 68% Midwestern Farms 11 9% 27% 64% 11 0% 9% 91% 11 0% 9% 91% 11 0% 18% 82% Missile Road Housing Addition 27 4% 48% 48% 27 11% 7% 81% 27 15% 26% 59% 27 0% 19% 81% Ready N 42% 42% 19 16% 21% 43% 48% 21 5% 19% 6% 69% 25% 32 3% 14 29% 50% 21% 14 29 14% 52% 34% 29 Downtown 24 17% 25% 58% East I 44 / South 240 15 7% 47% Eastside 43 12% Edgemere 37 Faith Village 48 Fillmore Addition 23 Floral Heights Fountain Park Somewhat Ready Ready N Not Somewhat Ready Ready Ready 56 Neighborhood Name Overall social competence N Not Somewhat Ready Ready Responsibility and respect Ready N Not Somewhat Ready Ready Ready Approaches to learning N Not Ready Readiness to explore new things Somewhat Ready Ready N Not Somewhat Ready Ready Ready North 240 / South Sycamore 11 0% 45% 55% 11 0% 0% 100% 11 0% 18% 82% 11 0% 9% 91% North Central Burk 15 7% 80% 13% 15 0% 20% 80% 15 0% 27% 73% 15 0% 27% 73% Northside 37 16% 32% 51% 37 8% 16% 76% 37 11% 35% 54% 37 5% 11% 84% Northwest Burk 11 9% 45% 45% 11 0% 27% 73% 11 0% 36% 64% 11 9% 9% 82% Nunnely Place 19 16% 21% 63% 19 16% 5% 79% 19 16% 21% 63% 19 0% 21% 79% Rancho Vista Estates 21 10% 52% 38% 21 14% 19% 67% 21 14% 43% 43% 21 5% 14% 81% Sam Houston 35 6% 51% 43% 35 3% 14% 83% 35 9% 14% 77% 35 0% 11% 89% Sikes Addition 13 23% 38% 38% 13 0% 31% 69% 13 8% 31% 62% 13 0% 15% 85% South Sam Houston 10 0% 50% 50% 10 0% 10% 90% 10 0% 20% 80% 10 0% 20% 80% Southridge 12 8% 33% 58% 12 0% 25% 75% 12 8% 8% 83% 12 0% 8% 92% Southwest Burk 16 0% 31% 69% 16 6% 19% 75% 16 6% 31% 63% 16 0% 25% 75% Stadium 49 8% 27% 65% 49 6% 20% 73% 49 12% 14% 73% 49 4% 18% 78% Stone Cliff 28 4% 57% 39% 28 7% 32% 61% 28 4% 32% 64% 28 0% 36% 64% Sunnyside 29 0% 41% 59% 29 7% 10% 83% 29 3% 28% 69% 29 0% 24% 76% Sunset Terrace 11 18% 45% 36% 11 27% 18% 55% 11 9% 45% 45% 11 0% 18% 82% University Park North 10 10% 20% 70% 10 0% 30% 70% 10 0% 50% 50% 10 0% 0% 100% University Park South 29 14% 48% 38% 29 3% 24% 72% 29 10% 28% 62% 29 10% 21% 69% Wellington Estates 12 17% 25% 58% 12 0% 25% 75% 12 8% 25% 67% 12 0% 8% 92% West Central Burk 28 7% 61% 32% 28 11% 11% 79% 28 14% 11% 75% 28 4% 14% 82% West I 44 Burk 12 8% 50% 42% 12 8% 17% 75% 12 17% 25% 58% 12 0% 17% 83% Western Hills 27 0% 19% 81% 27 0% 15% 85% 27 0% 4% 96% 27 0% 11% 89% Westmoreland 21 0% 24% 76% 21 0% 5% 95% 21 5% 5% 90% 21 0% 10% 90% 1,059 9% 43% 48% 1,059 7% 19% 73% 1,059 10% 27% 63% 1,058 3% 19% 78% Communitywide 57 Data Source: Teacher Reported EDI Checklist. Totals of 99% and 101% are due to rounding. Table 17. EDI Sub-domain: Emotional Maturity, 2012 Neighborhood Name Prosocial and helping behavior Somewhat Ready Ready Anxious and fearful behavior Aggressive behavior N Not Ready Somewhat Ready Ready Hyperactive and inattentive behavior N Not Ready N Not Ready Somewhat Ready Read y N Not Ready Somewhat Ready Ready Airport 19 47% 21% 32% 19 0% 11% 89% 19 11% 11% 79% 19 21% 26% 53% Bonny Homes 21 33% 38% 29% 21 10% 5% 86% 21 10% 5% 86% 21 10% 14% 76% Brook Village Area 32 25% 47% 28% 32 3% 6% 91% 32 0% 3% 97% 32 16% 13% 72% Central Burk 14 36% 50% 14% 14 7% 14% 79% 14 21% 14% 64% 14 43% 7% 50% Dog Patch 29 24% 14% 62% 29 0% 17% 83% 29 14% 0% 86% 29 17% 17% 66% Downtown 23 39% 35% 26% 24 4% 4% 92% 24 0% 4% 96% 24 8% 21% 71% East I 44 / South 240 15 33% 7% 60% 15 0% 7% 93% 15 7% 7% 87% 15 20% 33% 47% Eastside 39 36% 21% 44% 43 7% 5% 88% 43 23% 16% 60% 43 35% 21% 44% Edgemere 37 24% 19% 57% 37 8% 3% 89% 37 3% 0% 97% 37 14% 16% 70% Faith Village 48 33% 27% 40% 48 2% 13% 85% 48 8% 13% 79% 48 23% 17% 60% Fillmore Addition 23 30% 30% 39% 23 0% 0% 100% 23 0% 4% 96% 23 13% 9% 78% Floral Heights 56 45% 21% 34% 56 2% 4% 95% 56 5% 2% 93% 56 20% 16% 64% Fountain Park 15 20% 20% 60% 15 0% 7% 93% 15 20% 0% 80% 15 33% 7% 60% Freedom Estates 45 40% 18% 42% 45 2% 7% 91% 45 18% 7% 76% 45 27% 20% 53% Hatton 12 50% 17% 33% 12 0% 0% 100% 12 8% 0% 92% 12 17% 33% 50% I 44 East / 240 South 18 22% 28% 50% 18 6% 6% 89% 18 11% 11% 78% 18 6% 17% 78% Indian Heights 26 23% 12% 65% 26 0% 4% 96% 26 4% 8% 88% 26 19% 8% 73% Kickapoo 36 33% 25% 42% 36 0% 6% 94% 36 8% 17% 75% 36 22% 17% 61% Lynwood West 18 39% 28% 33% 18 22% 22% 56% 18 33% 17% 50% 18 56% 6% 39% Meadow Lake Addition 34 32% 29% 38% 34 0% 18% 82% 34 12% 15% 74% 34 26% 32% 41% Midwestern Farms 11 9% 9% 82% 11 0% 0% 100% 11 0% 9% 91% 11 9% 9% 82% 58 Neighborhood Name Prosocial and helping behavior Somewhat Ready Ready Anxious and fearful behavior Aggressive behavior N Not Ready Somewhat Ready Ready Hyperactive and inattentive behavior N Not Ready N Not Ready Somewhat Ready Read y N Not Ready Somewhat Ready Ready Missile Road Housing Addition 26 19% 42% 38% 27 4% 7% 89% 27 11% 4% 85% 27 19% 19% 63% North 240 / South Sycamore 11 27% 27% 45% 11 9% 0% 91% 11 0% 0% 100% 11 9% 9% 82% North Central Burk 15 27% 20% 53% 15 0% 7% 93% 15 20% 0% 80% 15 33% 20% 47% Northside 37 16% 27% 57% 37 5% 11% 84% 37 14% 5% 81% 37 27% 14% 59% Northwest Burk 11 27% 45% 27% 11 18% 0% 82% 11 27% 0% 73% 11 18% 9% 73% Nunnely Place 18 28% 28% 44% 19 0% 11% 89% 18 17% 6% 78% 18 17% 22% 61% Rancho Vista Estates 21 24% 38% 38% 21 0% 19% 81% 21 14% 14% 71% 21 33% 5% 62% Sam Houston 35 20% 23% 57% 35 3% 11% 86% 35 9% 17% 74% 35 14% 17% 69% Sikes Addition 13 15% 38% 46% 13 0% 8% 92% 13 15% 8% 77% 13 38% 0% 62% South Sam Houston 10 20% 10% 70% 10 0% 0% 100% 10 0% 0% 100% 10 20% 0% 80% Southridge 12 17% 33% 50% 12 0% 0% 100% 12 0% 8% 92% 12 8% 8% 83% Southwest Burk 16 25% 13% 63% 16 0% 0% 100% 16 31% 0% 69% 16 6% 25% 69% Stadium 49 29% 29% 43% 49 2% 14% 84% 49 8% 4% 88% 49 20% 12% 67% Stone Cliff 28 43% 21% 36% 28 0% 0% 100% 28 14% 4% 82% 28 39% 11% 50% Sunnyside 29 41% 21% 38% 29 0% 0% 100% 29 0% 10% 90% 29 17% 10% 72% Sunset Terrace 11 45% 18% 36% 11 0% 36% 64% 11 18% 27% 55% 11 36% 9% 55% University Park North 10 20% 20% 60% 10 0% 10% 90% 10 10% 20% 70% 10 10% 20% 70% University Park South 29 14% 55% 31% 29 3% 24% 72% 29 14% 10% 76% 29 24% 24% 52% Wellington Estates 12 25% 8% 67% 12 0% 17% 83% 12 8% 8% 83% 12 8% 8% 83% West Central Burk 28 39% 25% 36% 28 0% 7% 93% 28 21% 7% 71% 28 25% 11% 64% West I 44 Burk 12 25% 25% 50% 12 0% 25% 75% 12 25% 0% 75% 12 25% 17% 58% Western Hills 27 30% 26% 44% 27 0% 4% 96% 27 0% 4% 96% 27 7% 7% 85% Westmoreland 21 24% 29% 48% 21 0% 5% 95% 21 0% 5% 95% 21 5% 19% 76% 59 Neighborhood Name Communitywide Prosocial and helping behavior N Not Ready 1,052 30% Somewhat Ready Ready 26% 44% Anxious and fearful behavior Aggressive behavior N Not Ready Somewhat Ready Ready 1,059 3% 8% 89% Hyperactive and inattentive behavior N Not Ready Somewhat Ready Read y N Not Ready Somewhat Ready Ready 1,058 11% 7% 82% 1,058 21% 16% 63% Data Source: Teacher Reported EDI Checklist. Totals of 99% and 101% are due to rounding. Table 18. EDI Sub-domain: Language and Cognitive Development, 2012 Neighborhood Name Interest in literacy/numeracy and memory Basic literacy skills N Not Somewhat Ready Ready Ready N Not Ready Somewhat Ready Ready Advanced literary skills N Not Ready Basic numeracy skills Somewhat Ready Ready N Not Somewhat Ready Ready Ready Airport 19 11% 32% 58% 19 32% 5% 63% 19 26% 21% 53% 19 26% 5% 68% Bonny Homes 21 5% 10% 86% 21 10% 10% 81% 21 5% 5% 90% 21 10% 0% 90% Brook Village Area 32 6% 6% 88% 32 13% 13% 75% 32 6% 6% 88% 32 13% 3% 84% Central Burk 14 14% 7% 79% 14 7% 7% 86% 14 7% 0% 93% 14 14% 0% 86% Dog Patch 29 10% 28% 62% 29 31% 3% 66% 29 17% 3% 79% 29 10% 14% 76% Downtown 24 4% 13% 83% 24 25% 4% 71% 24 0% 13% 88% 24 13% 8% 79% East I 44 / South 240 15 7% 20% 73% 15 13% 20% 67% 15 20% 7% 73% 15 7% 7% 87% Eastside 43 12% 19% 70% 43 30% 28% 42% 43 16% 7% 77% 43 9% 16% 74% Edgemere 37 5% 0% 95% 37 16% 3% 81% 37 3% 5% 92% 37 5% 5% 89% Faith Village 48 13% 13% 75% 48 29% 19% 52% 47 15% 2% 83% 48 13% 4% 83% Fillmore Addition 23 0% 17% 83% 23 17% 9% 74% 23 0% 0% 100% 23 0% 9% 91% Floral Heights 56 4% 14% 82% 56 21% 11% 68% 56 7% 4% 89% 56 5% 5% 89% Fountain Park 15 0% 27% 73% 15 20% 13% 67% 15 20% 7% 73% 15 13% 7% 80% Freedom Estates 45 7% 9% 84% 45 13% 16% 71% 45 7% 7% 87% 45 11% 2% 87% Hatton 12 8% 25% 67% 12 17% 8% 75% 12 8% 0% 92% 12 8% 0% 92% I 44 East / 240 South 18 6% 6% 89% 18 11% 6% 83% 18 6% 6% 89% 18 6% 0% 94% Indian Heights 26 8% 15% 77% 26 27% 12% 62% 26 15% 12% 73% 26 15% 4% 81% 60 Neighborhood Name Interest in literacy/numeracy and memory Basic literacy skills N Not Somewhat Ready Ready Ready N Not Ready Somewhat Ready Ready Advanced literary skills N Not Ready Basic numeracy skills Somewhat Ready Ready N Not Somewhat Ready Ready Ready Kickapoo 36 11% 11% 78% 35 23% 9% 69% 36 11% 6% 83% 36 14% 17% 69% Lynwood West 18 6% 22% 72% 18 22% 28% 50% 18 11% 0% 89% 18 17% 22% 61% Meadow Lake Addition 34 3% 18% 79% 34 24% 3% 74% 34 6% 3% 91% 34 6% 18% 76% Midwestern Farms 11 0% 0% 100% 11 18% 9% 73% 11 0% 0% 100% 11 0% 9% 91% Missile Road Housing Addition 27 7% 0% 93% 27 11% 0% 89% 27 7% 0% 93% 27 7% 4% 89% North 240 / South Sycamore 11 0% 9% 91% 11 9% 9% 82% 11 9% 0% 91% 11 0% 0% 100% North Central Burk 15 7% 7% 87% 15 13% 7% 80% 15 27% 0% 73% 15 13% 13% 73% Northside 37 5% 14% 81% 37 22% 14% 65% 37 19% 3% 78% 37 8% 16% 76% Northwest Burk 11 9% 18% 73% 11 27% 9% 64% 11 18% 9% 73% 11 18% 9% 73% Nunnely Place 19 0% 11% 89% 19 16% 21% 63% 19 0% 11% 89% 19 5% 26% 68% Rancho Vista Estates 21 14% 10% 76% 21 14% 5% 81% 21 19% 10% 71% 21 14% 0% 86% Sam Houston 35 0% 20% 80% 35 11% 9% 80% 34 12% 0% 88% 35 3% 9% 89% Sikes Addition 13 0% 8% 92% 13 8% 23% 69% 13 0% 0% 100% 13 0% 0% 100% South Sam Houston 10 0% 10% 90% 10 10% 20% 70% 10 0% 10% 90% 10 0% 0% 100% Southridge 12 0% 8% 92% 12 25% 0% 75% 12 8% 0% 92% 12 0% 8% 92% Southwest Burk 16 0% 13% 88% 16 6% 6% 88% 16 0% 0% 100% 16 0% 0% 100% Stadium 49 4% 8% 88% 49 18% 2% 80% 49 6% 2% 92% 49 4% 4% 92% Stone Cliff 28 0% 18% 82% 28 32% 7% 61% 28 14% 4% 82% 28 7% 7% 86% Sunnyside 29 3% 24% 72% 29 10% 28% 62% 29 10% 7% 83% 29 3% 7% 90% Sunset Terrace 11 0% 18% 82% 11 18% 18% 64% 11 9% 9% 82% 11 9% 18% 73% University Park North 10 10% 0% 90% 10 10% 10% 80% 10 10% 20% 70% 10 0% 10% 90% University Park South 29 10% 0% 90% 29 17% 7% 76% 29 10% 3% 86% 29 7% 7% 86% Wellington 12 17% 8% 75% 12 17% 8% 75% 12 8% 17% 75% 12 17% 0% 83% 61 Neighborhood Name Interest in literacy/numeracy and memory Basic literacy skills N Not Somewhat Ready Ready Ready N Not Ready 89% 28 18% 4% Advanced literary skills Somewhat Ready Ready N Not Ready 79% 28 7% 7% Basic numeracy skills Somewhat Ready Ready N Not Somewhat Ready Ready Ready Estates West Central Burk 28 4% 7% West I 44 Burk 12 8% 17% 75% 12 17% 8% 75% 12 8% Western Hills 27 0% 0% 100% 27 0% 7% 93% 27 0% Westmoreland 21 5% 10% 86% 21 10% 0% 90% 21 1,059 6% 12% 82% 1,058 18% 10% 71% 1,057 Community-wide 86% 28 4% 4% 93% 8% 83% 12 8% 0% 92% 0% 100% 27 0% 7% 93% 5% 5% 90% 21 10% 10% 81% 10% 5% 86% 1,059 8% 8% 84% Data Source: Teacher Reported EDI Checklist. Totals of 99% and 101% are due to rounding. Table 19. EDI Sub-domain: Communication Skills and General Knowledge, 2012 Communication Skills and General Knowledge Neighborhood Name N Not Ready Somewhat Ready Ready Airport 19 53% 21% 26% Bonny Homes 21 43% 33% 24% Brook Village Area 32 50% 6% 44% Central Burk 14 50% 29% 21% Dog Patch 29 52% 21% 28% Downtown 24 33% 38% 29% East I 44 / South 240 15 27% 20% 53% Eastside 43 30% 35% 35% Edgemere 37 24% 22% 54% Faith Village 48 50% 21% 29% Fillmore Addition 23 39% 13% 48% Floral Heights 55 33% 24% 44% Fountain Park 15 33% 27% 40% Freedom Estates 45 40% 18% 42% Hatton 12 17% 17% 67% I 44 East / 240 South 18 33% 11% 56% 62 Indian Heights 26 31% 19% 50% Kickapoo 36 33% 14% 53% Lynwood West 18 50% 11% 39% Meadow Lake Addition 34 26% 21% 53% Midwestern Farms 11 36% 9% 55% Missile Road Housing Addition 27 30% 26% 44% North 240 / South Sycamore 11 27% 18% 55% North Central Burk 15 53% 20% 27% Northside 37 35% 22% 43% Northwest Burk 11 36% 9% 55% Nunnely Place 19 16% 16% 68% Rancho Vista Estates 21 24% 5% 71% Sam Houston 34 24% 18% 59% Sikes Addition 13 31% 8% 62% South Sam Houston 10 30% 0% 70% Southridge 12 33% 8% 58% Southwest Burk 16 19% 31% 50% Stadium 49 18% 18% 63% Stone Cliff 28 29% 36% 36% Sunnyside 29 21% 17% 62% Sunset Terrace 11 45% 27% 27% University Park North 10 20% 10% 70% University Park South 29 31% 17% 52% Wellington Estates 12 8% 0% 92% West Central Burk 28 50% 21% 29% West I 44 Burk 12 25% 50% 25% Western Hills 27 4% 19% 78% Westmoreland 21 14% 19% 67% 1,057 32% 20% 48% Community-wide Data Source: Teacher Reported EDI Checklist. Totals of 99% and 101% are due to rounding. 63 Multiple Challenge Index The Multiple Challenge Index (MCI)2 identifies groups of children who have multiple challenges and therefore are considered to be experiencing serious problems. Children are categorized as having multiple challenges when they fall in the “not ready for school” category on nine or more of the 16 sub-domains (presented in Tables 15-19), which also translates to being categorized as vulnerable on at least three of the five EDI domains. Table 20 presents the percent of children in each geographic area who have multiple challenges. Table 20. Percentage of Children with Multiple Challenges on EDI, 2012 Neighborhood Name N Percent with Multiple Challenges Airport 19 16% Bonny Homes 21 0% Brook Village Area 32 6% Central Burk 14 7% Dog Patch 29 3% Downtown 24 4% East I 44 / South 240 15 7% Eastside 43 7% Edgemere 37 3% Faith Village 48 10% Fillmore Addition 23 0% Floral Heights 56 4% Fountain Park 15 7% Freedom Estates 45 9% Hatton 12 0% I 44 East / 240 South 18 6% Indian Heights 26 4% Kickapoo 36 6% Lynwood West 18 28% Meadow Lake Addition 34 6% Midwestern Farms 11 0% Missile Road Housing Addition 27 7% North 240 / South Sycamore 11 0% North Central Burk 15 0% Northside 37 5% 2 The MCI was developed by the publishers at the Offord Centre for Child Studies. 64 Neighborhood Name N Percent with Multiple Challenges Northwest Burk 11 9% Nunnely Place 19 5% Rancho Vista Estates 21 14% Sam Houston 35 3% Sikes Addition 13 0% South Sam Houston 10 0% Southridge 12 0% Southwest Burk 16 0% Stadium 49 6% Stone Cliff 28 0% Sunnyside 29 0% Sunset Terrace 11 0% University Park North 10 0% University Park South 29 7% Wellington Estates 12 8% West Central Burk 28 4% West I 44 Burk 12 0% Western Hills 27 0% Westmoreland 21 0% 1,059 5% Community-wide Data Source: Teacher Reported EDI Checklist 65 Descriptive characteristics of the children by geographic area Tables 21-23 include data on the children in this community with records valid for analysis that are included in the Community Profile. In Table 21, we report on the number of children with records valid for analysis (N) in each area, along with their gender, mean child age, English Language Learner (ELL) status, and enrollment in the Individualized Education Program (IEP) for children with disabilities. For gender, only data on females is reported due to space limitations. Table 22 provides for each area the race/ethnicity of participants, while Table 23 provides information on whether the child was in non-parental child care on a regular basis in the year prior to kindergarten. Non-parental child care on the EDI is defined as center-based care, care in the home by someone other than the parent, or care in someone else’s home. Under this definition, non-parental care could include grandparents or neighbors. Table 21. Gender, Age, ELL, and IEP Status of EDI Participants, 2012 Students with ELL Status N (%) Students with IEP Status N (%) Neighborhood Name N* Females N (%) Mean Age (years, months) Airport 19 11 (58%) 5 yrs, 10 mo ** ** Bonny Homes 21 7 (33%) 5 yrs, 10 mo 7 (33%) ** Brook Village Area 32 7 (22%) 5 yrs, 11 mo 5 (16%) ** Central Burk 14 7 (50%) 5 yrs, 10 mo 0 (0%) ** Dog Patch 29 15 (52%) 6 yrs, 0 mo 14 (48%) ** Downtown 24 11 (46%) 5 yrs, 11 mo 15 (63%) ** East I 44 / South 240 15 8 (53%) 5 yrs, 11 mo 0 (0%) ** Eastside 43 21 (49%) 6 yrs, 0 mo ** ** Edgemere 37 10 (27%) 6 yrs, 0 mo ** 0 (0%) Faith Village 48 24 (50%) 5 yrs, 11 mo 0 (0%) 5 (10%) Fillmore Addition 23 12 (52%) 6 yrs, 0 mo ** 0 (0%) Floral Heights 56 20 (36%) 5 yrs, 11 mo 16 (29%) 9 (16%) Fountain Park 15 12 (80%) 5 yrs, 11 mo ** ** Freedom Estates 45 22 (49%) 5 yrs, 10 mo ** 6 (14%) Hatton 12 7 (58%) 6 yrs, 1 mo ** ** I 44 East / 240 South 18 9 (50%) 5 yrs, 10 mo ** ** Indian Heights 26 14 (54%) 6 yrs, 0 mo ** ** Kickapoo 36 18 (50%) 5 yrs, 10 mo 5 (14%) ** Lynwood West 18 7 (39%) 5 yrs, 11 mo 0 (0%) ** Meadow Lake Addition 34 15 (44%) 6 yrs, 0 mo ** ** Midwestern Farms 11 9 (82%) 6 yrs, 1 mo ** ** 66 Students with ELL Status N (%) Students with IEP Status N (%) Neighborhood Name N* Females N (%) Mean Age (years, months) Missile Road Housing Addition 27 15 (56%) 5 yrs, 10 mo ** ** North 240 / South Sycamore 11 6 (55%) 6 yrs, 0 mo 0 (0%) 0 (0%) North Central Burk 15 9 (60%) 5 yrs, 11 mo 0 (0%) 0 (0%) Northside 37 21 (57%) 5 yrs, 11 mo 12 (32%) ** Northwest Burk 11 ** 5 yrs, 9 mo 0 (0%) 0 (0%) Nunnely Place 19 8 (42%) 5 yrs, 10 mo 0 (0%) ** Rancho Vista Estates 21 12 (57%) 5 yrs, 11 mo ** ** Sam Houston 35 20 (57%) 6 yrs, 0 mo ** ** Sikes Addition 13 6 (46%) 6 yrs, 3 mo ** ** South Sam Houston 10 6 (60%) 6 yrs, 1 mo ** 0 (0%) Southridge 12 9 (75%) 5 yrs, 11 mo 0 (0%) 0 (0%) Southwest Burk 16 8 (50%) 6 yrs, 0 mo 0 (0%) 0 (0%) Stadium 49 30 (61%) 5 yrs, 11 mo 6 (12%) 7 (14%) Stone Cliff 28 10 (36%) 5 yrs, 11 mo ** 0 (0%) Sunnyside 29 17 (59%) 6 yrs, 0 mo ** ** Sunset Terrace 11 ** 6 yrs, 2 mo ** ** University Park North 10 ** 6 yrs, 0 mo ** 0 (0%) University Park South 29 16 (55%) 6 yrs, 1 mo ** ** Wellington Estates 12 6 (50%) 6 yrs, 0 mo 0 (0%) 0 (0%) West Central Burk 28 14 (50%) 6 yrs, 0 mo 0 (0%) ** West I 44 Burk 12 8 (67%) 6 yrs, 0 mo ** ** Western Hills 27 15 (56%) 6 yrs, 0 mo 11 (41%) ** Westmoreland 21 12 (57%) 5 yrs, 11 mo ** ** 1,059 524 (49%) 5 yrs, 11 mo 143 (14%) 83 (8%) Community-wide Data Source: School District data for age; Teacher Reported EDI Checklist for gender, ELL status, and IEP status. * Due to missing data, the N may differ by demographic characteristic across neighborhoods. ** To protect student confidentiality, a sample size between 1 and 4 is considered too small to report. 67 Table 22. Race/Ethnicity of EDI Participants, 2012 Race/Ethnicity* AfricanAmerican, Black Asian, Native Hawaiian or other Pacific Islander Hispanic, Latino/a White Other Airport ** ** ** 12 (63%) ** Bonny Homes ** 0 (0%) 7 (33%) 12 (57%) 0 (0%) Brook Village Area ** 0 (0%) 18 (56%) 10 (31%) ** 0 (0%) 0 (0%) ** 10 (71%) ** Dog Patch ** 0 (0%) 18 (62%) 5 (17%) ** Downtown ** 0 (0%) 20 (83%) ** ** 0 (0%) 0 (0%) ** 13 (87%) ** 28 (65%) 0 (0%) 8 (19%) ** ** Edgemere ** ** ** 28 (76%) ** Faith Village ** 0 (0%) 14 (29%) 30 (63%) 0 (0%) Fillmore Addition ** ** 10 (43%) 9 (39%) 0 (0%) Floral Heights 5 (9%) 0 (0%) 30 (54%) 18 (32%) ** Fountain Park 0 (0%) ** ** 10 (67%) 0 (0%) Freedom Estates ** ** 5 (11%) 36 (80%) 0 (0%) Hatton ** 0 (0%) 5 (42%) ** ** I 44 East / 240 South ** ** ** 10 (56%) ** Indian Heights ** 0 (0%) 10 (38%) 13 (50%) ** Kickapoo 6 (17%) 0 (0%) 8 (22%) 17 (47%) 5 (14%) Lynwood West 11 (61%) 0 (0%) ** ** 0 (0%) ** ** ** 27 (79%) ** Midwestern Farms 0 (0%) 0 (0%) ** 9 (82%) ** Missile Road Housing Addition 6 (22%) ** ** 17 (63%) 0 (0%) North 240 / South Sycamore ** 0 (0%) 0 (0%) 10 (91%) 0 (0%) North Central Burk ** 0 (0%) ** 11 (73%) ** Northside ** 0 (0%) 29 (78%) 6 (16%) 0 (0%) Northwest Burk ** 0 (0%) ** 5 (45%) ** Nunnely Place ** 0 (0%) ** 11 (58%) ** Rancho Vista Estates ** 0 (0%) ** 16 (76%) 0 (0%) 7 (20%) ** 12 (34%) 13 (37%) ** Neighborhood Name Central Burk East I 44 / South 240 Eastside Meadow Lake Addition Sam Houston 68 Race/Ethnicity* AfricanAmerican, Black Asian, Native Hawaiian or other Pacific Islander Hispanic, Latino/a White Other Sikes Addition 0 (0%) ** ** 9 (69%) ** South Sam Houston 0 (0%) ** ** 6 (60%) 0 (0%) Southridge 0 (0%) 0 (0%) ** 8 (67%) ** Southwest Burk ** ** 0 (0%) 10 (63%) ** Stadium ** ** ** 40 (82%) ** Stone Cliff 7 (25%) 0 (0%) ** 18 (64%) ** Sunnyside 6 (21%) 0 (0%) 12 (41%) 11 (38%) 0 (0%) ** 0 (0%) 5 (45%) ** 0 (0%) University Park North 0 (0%) ** 0 (0%) 8 (80%) ** University Park South 0 (0%) ** 9 (31%) 19 (66%) 0 (0%) Wellington Estates 0 (0%) 0 (0%) 0 (0%) 11 (92%) ** West Central Burk ** ** ** 23 (82%) 0 (0%) West I 44 Burk ** 0 (0%) ** 9 (75%) 0 (0%) Western Hills ** ** ** 19 (70%) ** Westmoreland ** 0 (0%) ** 14 (67%) ** 123 (12%) 24 (2%) 279 (26%) 577 (54%) 56 (5%) Neighborhood Name Sunset Terrace Community-wide Data Source: School District data. The “Other” category includes children classified as multiracial. * Due to missing data, the N may differ by demographic characteristic across neighborhoods. ** To protect student confidentiality, a sample size between 1 and 4 is considered too small to report. Table 23. Previous Child Care Arrangement of EDI Participants, 2012 Neighborhood Name Previous Child Care* Parental Non-parental Don’t know Airport 9 (47%) 7 (37%) 3 (16%) Bonny Homes 10 (48%) 10 (48%) 1 (5%) Brook Village Area 7 (22%) 23 (72%) 2 (6%) ** 9 (64%) 1 (7%) Dog Patch 16 (55%) 13 (45%) 0 (0%) Downtown 9 (38%) 10 (42%) 5 (21%) East I 44 / South 240 8 (53%) 6 (40%) 1 (7%) Central Burk 69 Neighborhood Name Previous Child Care* Parental Non-parental Don’t know Eastside 19 (44%) 7 (16%) 17 (40%) Edgemere 9 (24%) ** 27 (73%) Faith Village 14 (29%) 29 (60%) 5 (10%) Fillmore Addition 6 (26%) 12 (52%) 5 (22%) Floral Heights 34 (61%) 14 (25%) 8 (14%) Fountain Park 10 (67%) ** 2 (13%) Freedom Estates 11 (24%) 29 (64%) 5 (11%) Hatton ** 6 (55%) 1 (9%) I 44 East / 240 South ** 13 (72%) 3 (17%) Indian Heights 7 (27%) 6 (23%) 13 (50%) Kickapoo 14 (39%) 7 (19%) 15 (42%) Lynwood West 7 (39%) 10 (56%) 1 (6%) Meadow Lake Addition 8 (24%) 18 (53%) 8 (24%) Midwestern Farms ** 6 (55%) 1 (9%) Missile Road Housing Addition ** 20 (74%) 3 (11%) North 240 / South Sycamore ** 9 (82%) 0 (0%) North Central Burk 11 (73%) ** 0 (0%) Northside 20 (54%) 14 (38%) 3 (8%) ** 6 (55%) 2 (18%) 9 (47%) 6 (32%) 4 (21%) ** ** 15 (71%) Sam Houston 15 (43%) 9 (26%) 11 (31%) Sikes Addition ** 7 (54%) 3 (23%) South Sam Houston ** 7 (70%) 1 (10%) Southridge ** ** 8 (67%) Southwest Burk 7 (44%) 9 (56%) 0 (0%) Stadium 13 (27%) 20 (41%) 16 (33%) Stone Cliff 7 (25%) 11 (39%) 10 (36%) Sunnyside 11 (38%) 16 (55%) 2 (7%) Sunset Terrace 5 (45%) 5 (45%) 1 (9%) University Park North ** ** 5 (50%) University Park South ** 14 (48%) 11 (38%) Wellington Estates ** ** 6 (50%) West Central Burk 14 (50%) 13 (46%) 1 (4%) West I 44 Burk 5 (42%) 6 (50%) 1 (8%) Western Hills 14 (52%) 12 (44%) 1 (4%) Northwest Burk Nunnely Place Rancho Vista Estates 70 Neighborhood Name Westmoreland Community-wide Previous Child Care* Parental Non-parental Don’t know ** 16 (76%) 1 (5%) 377 (36%) 452 (43%) 229 (22%) Data Source: Teacher Reported EDI Checklist * Due to missing data, the N may differ by demographic characteristic across neighborhoods. ** To protect student confidentiality, a sample size between 1 and 4 is considered too small to report (except for the “don’t know” category). 71 E. Glossary of Terms Children Developmentally Vulnerable Children are “developmentally vulnerable” in a domain if the mean of his/her EDI items for that domain falls at or below the 10th percentile cutoff. Children Very Ready A child is “very ready” in a domain if the mean of his/her EDI items for that domain falls at or above the 75th percentile. Early Development Instrument (EDI) The Early Development Instrument (EDI), a tool developed by Drs. Dan Offord and Magdalena Janus of the Offord Centre for Child Studies at McMaster University in Canada, is a population measure of young children’s development from a teacher-completed checklist. The EDI Checklist measures five developmental domains: 1) Physical health and well-being 2) Social competence 3) Emotional maturity 4) Language and cognitive skills 5) Communication skills and general knowledge EDI Checklist The EDI instrument is a teacher-completed checklist which consists of over 100 questions measuring the five developmental domains. It also includes questions on child demographics, special problems, prior child care, and parent involvement in the classroom. EDI Cutoff Each of the five domains in the EDI has a population cutoff for “developmentally vulnerable” and “very ready.” The normative population cutoffs were determined using 2010 data to set a representative benchmark which helps to compare how children are doing developmentally both across sites and across years. To establish these cutoffs, an average score for each domain was first developed per child with valid data (N=10,244). The averages for all records valid for analysis were then sorted from lowest to highest to determine the 10th and the 75th percentile population cutoffs for each developmental domain. Geographic Area EDI data were mapped by geographic area such as by neighborhood, census tract, or combined census block groups. Communities were asked to designate the type of geographic areas that would be used in this Community Profile. The geographic areas selected ideally involve distinct 72 and small geographic areas that community members and local policymakers recognize as their community/neighborhood. Multiple Challenge Index (MCI) The Multiple Challenge Index (MCI) identifies groups of children who have multiple challenges and therefore are considered to be experiencing serious problems. Children are categorized as having multiple challenges when they fall in the “not ready” category on nine or more of the 16 sub-domains, which also translates to being categorized as vulnerable on at least three of the five EDI domains. Representative Data Ideally, the EDI is designed to be a census of all children living in an area. Data are considered representative of the children living in a geographic area if at least 70% of the children living in that area have a completed EDI. A double asterisk next to the name of the geographic area in Table 3 indicates that fewer than 70% of five year olds in that area had completed EDIs, and therefore, the results may not be representative of all children living there. Where fewer than 70% had completed EDIs, it is strongly recommended that additional schools serving the area are recruited into the EDI data collection effort. The 2010 Census dataset was used to determine how many kindergarten age children lived in each geographic area. Sub-Domain Four of the five domains are divided into multiple sub-domains and one domain (Communication Skills and General Knowledge), is treated as a single sub-domain. There are a total of 16 sub-domains. For each sub-domain, children are categorized as “not ready,” “somewhat ready,” or “ready” for school. Cutoffs (i.e. the range) for these three categories have been determined by the Offord Centre. Children who are “not ready” had an average EDI score for that sub-domain that fell in the lowest range. Children who are “somewhat ready” had an average EDI score for that sub-domain that fell in the middle range. Children who are “ready” had an average EDI score for that sub-domain that fell in the highest range. Two of the sub-domains – physical readiness for school work and physical independence – do not have a “somewhat ready” category. Suppressed Data Data for a geographic area were not reported (i.e. suppressed) if fewer than 10 EDI records valid for analysis were available for that neighborhood. Fewer than 10 records can occur if the neighborhood has a small child population or there is a low EDI participation rate of schools serving that neighborhood. TECCS Initiative Transforming Early Childhood Community Systems (TECCS) is a national initiative developed through a partnership between the UCLA Center for Healthier Children, Families and 73 Communities and the United Way Worldwide. The goal of TECCS is to improve the school readiness of all children in a community by using regular measurement and mapping of developmental progress at a population level to mobilize local partners around a data driven process to inform the development of early childhood service systems. TECCS has four core components: 1) Measurement and Mapping; 2) Community Engagement; 3) Shared Learning Network; and 4) Targeted, Place-Based Systems Improvement. The TECCS initiative is supported by the W.K. Kellogg Foundation and the communities in which TECCS is being implemented. Record Valid for Analysis For a child’s record to be valid for analysis: 1) Child must have been in the classroom for more than one month; and 2) The EDI must have at least four of the five domains completed by the kindergarten teacher. Very Ready on 4 or More Domains Children whose EDI score is at or above the 75th on at least four of the five domains. Vulnerable on 2 or More Domains Children whose EDI score is at or below the 10th percentile (i.e. are “developmentally vulnerable”) on at least two of the five domains. 74 Appendix Appendix A. EDI Items by Domain and Sub-domain Physical Health and Well-being Domain A. Sub-domain: Physical readiness for school day 1. Over- or underdressed for school-related activities 2. Too tired/sick to do school work 3. Late 4. Hungry B. Sub-domain: Physical independence 5. Independent in bathroom habits most of the time 6. Shows an established hand preference 7. Well-coordinated 8. Sucks a thumb/finger C. Sub-domain: Gross and fine motor skills 9. Proficient at holding a pen, crayons, or a paintbrush 10. Ability to manipulate objects 11. Ability to climb stairs 12. Level of energy throughout the school day 13. Overall physical development Social Competence Domain A. Sub-domain: Overall competence with peers 1. Overall social/emotional development 2. Ability to get along with peers 3. Plays and works cooperatively with other children 4. Able to play with other children 5. Shows self-confidence B. Sub-domain: Respect and responsibility 6. Follows rules and instructions 7. Respects the property of others 8. Demonstrates self-control 9. Demonstrates respect for adults 10. Demonstrates respect for other children 11. Accepts responsibility for actions 75 12. Takes care of school materials 13. Shows tolerance to someone who made a mistake C. Sub-domain: Approaches to learning 14. Listens attentively 15. Follows directions 16. Completes work on time 17. Works independently 18. Works neatly and carefully 19. Able to solve day-to-day problems by him/herself 20. Able to follow one-step instructions 21. Able to follow class routines without reminders 22. Able to adjust to changes in routines D. Sub-domain: Readiness to explore new things 23. Curious about the world 24. Eager to play with a new toy 25. Eager to play a new game 26. Eager to play with/read a new book Emotional Maturity Domain A. Sub-domain: Prosocial and helping behavior 1. Tries to help someone who is hurt 2. Volunteers to help clear up a mess someone else has made 3. Will try to stop a quarrel or dispute 4. Offers to help other children who have difficulty with a task 5. Comforts a child who is crying or upset 6. Spontaneously helps to pick up objects which another child has dropped 7. Invites bystanders to join a game 8. Helps other children who are feeling sick B. Sub-domain: Anxious and fearful behavior 9. Is upset when left by a parent/guardian 10. Seems to be unhappy, sad, or depressed 11. Appears fearful or anxious 12. Appears worried 13. Cries a lot 14. Nervous, high-strung, or tense 15. Incapable of making decisions 76 16. Shy C. Sub-domain: Aggressive behavior 17. Gets into physical fights 18. Bullies or is mean to others 19. Kicks, bites, hits other children or adults 20. Takes things that do not belong to him/her 21. Laughs at other children’s discomfort 22. Disobedient 23. Has temper tantrums D. Sub-domain: Hyperactive and inattentive behavior 24. Can’t sit still, restless 25. Distractible, has trouble sticking to any activity 26. Fidgets 27. Impulsive, acts without thinking 28. Has difficulty awaiting turn in games or groups 29. Cannot settle into anything for more than a few moments 30. Inattentive Language and Cognitive Development Domain A. Sub-domain: Basic literacy skills 1. Knows how to handle a book 2. Able to identify at least 10 letters of the alphabet 3. Able to attach sounds to letters 4. Showing awareness of rhyming words 5. Able to participate in group reading activities 6. Experimenting with writing tools 7. Aware of writing directions in English 8. Able to write his/her own name in English B. Sub-domain: Interest in literacy/numeracy and memory 9. Generally interested in books 10. Interested in reading 11. Able to remember things easily 12. Interested in mathematics 13. Interested in games involving numbers C. Sub-domain: Advanced literacy skills 14. Able to read simple words 77 15. Able to read complex words 16. Able to read simple sentences 17. Interested in writing voluntarily 18. Able to write simple words 19. Able to write simple sentences D. Sub-domain: Basic numeracy skills 20. Able to sort and classify objects by a common characteristic 21. Able to use one-to-one correspondence 22. Able to count to 20 23. Able to recognize numbers 1-10 24. Able to say which number is bigger of the two 25. Able to recognize geometric shapes 26. Understands simple time concepts Communication Skills and General Knowledge Domain A. Sub-domain: Communication skills and general knowledge 1. Ability to use language effectively in English 2. Ability to listen in English 3. Ability to tell a story 4. Ability to take part in imaginative play 5. Ability to communicate own needs in a way understandable to adults & peers 6. Ability to understand on first try what is being said to him/her 7. Ability to articulate clearly, without sound substitutions 8. Answers questions showing knowledge about the world 78 Appendix B. Description of EDI Maps Maps 7-13 present the EDI data overlaid with the proportion of vulnerabilities by domain, as well as a variety of other socio-demographic indicators and community assets. All of the sociodemographic and community assets are overlaid onto the same base EDI map which depicts the proportion of children vulnerable on two or more developmental domains. Map 7 – Proportion of Vulnerabilities by Domain For each geographic area, this map overlays the proportion of vulnerabilities across the five domains (shown as the pie chart) on top of the percent of children vulnerable on two or more domains (shown as the green shaded areas in the background). It is important to make the distinction between the proportion of vulnerabilities and the percent of children vulnerable because children are frequently vulnerable on more than one EDI domain. Also, it is helpful to see which domains represent the largest proportion of vulnerability in a community. Therefore, the pie charts in this map use the number of vulnerabilities as the denominator as opposed to the number of children. By doing this, the pie charts represent the proportion of vulnerabilities by domain in a neighborhood, rather than the proportion of children who are vulnerable in a neighborhood. Each pie slice is a different color which corresponds to a domain, and indicates the proportion of total vulnerabilities within that domain. These maps help communities reflect not only on which geographic areas have the highest need but also, within each geography, which area of development represents the largest proportion of vulnerability. Map 8 – Percent of Families with Children in Poverty Poverty data were taken from the American Community Survey (ACS) 2006-2010 where poverty status is determined by comparing annual income to a set of dollar values called thresholds that vary by family size, number of children, and age of householder. If a family’s before tax money income is less than the dollar value of their threshold, then that family and every individual in it are considered to be in poverty. For people not living in families, poverty status is determined by comparing the individual’s income to his or her threshold. The poverty thresholds are updated annually to allow for changes in the cost of living. They do not vary geographically. Map 9 – Percent of Single Parent Families Single parent family data were taken from the American Community Survey (ACS) 2006-2010 where a “single” parent is defined as a parent who is not currently living with a spouse. Single parents may be married and not living with their spouse, divorced, widowed, or never married. If a second parent is present and not married to the first, then the child is identified as living with a single parent. 79 Map 10 – Years at Current Residence Number of years lived at current residence data were taken from the American Community Survey (ACS) 2006-2010 from the total population in occupied housing units variable. These data include both renter and owner occupied housing. Map 11 – Percent of Preschool/Nursery School Enrollment Nursery and preschool enrollment data were taken from the American Community Survey (ACS) 2006-2010 dataset. A nursery school is defined as a group or class that is organized to provide educational experiences for children during the year or years preceding kindergarten. It includes instruction as an important and integral phase of its program of child care. Private homes in which essentially custodial care is provided are not considered nursery schools. Children enrolled in Head Start programs or similar programs sponsored by local agencies to provide preschool education to young children are counted under nursery school. Map 12 – Community Assets Community asset data were compiled from Google maps where a community asset or resource is anything that is available to support and improve the lives of young children and their families. Assets may include but are not limited to: early education, social, medical, and economic services. For purposes of mapping, community assets are the physical locations where supportive services are provided. Map 13 – Child Care Sites Child care site data were accessed from the Texas Department of Family and Protective Services. The data were organized by site type: Licensed Child Care Centers, Licensed Child Care Homes, and Registered Child Care Homes. 80