Aurora expands full-day kindergarten to all

Full-day kindergarten students at Laredo Elementary in Aurora react during a recent lesson on counting that involves colorful blocks.

AURORA – Five-year-old Skyla Davis proudly carries her homework folder in her pink backpack. Her big brown eyes sparkle like her brand-new white school shoes.

She and her kindergarten classmates at Laredo Elementary School in Aurora are natural learners, excited as they count to 81 with their teacher and dig their hands through Play-doh and math manipulatives.

“That’s the most exciting thing about kindergarten,’’ said Skyla’s principal, Quinn O’Keefe, as he watched the buzz build on a recent Monday afternoon. “You can see them learn in a moment.”

Kindergarten offers educators an extraordinary opportunity to hook children on learning and launch them on a path that could change their lives.

That’s why Aurora Public Schools leaders say they’re investing $2.6 million each year from the district’s 2008 tax increase to fund free full-day kindergarten for all children.

Kindergarten in Colorado
  • A 2005 law required school districts to offer kindergarten. To pay for it, the state provides half its annual per-pupil funding for grades 1-12.
  • State law does not require children attend kindergarten – they can start with first grade. The compulsory age of school attendance in Colorado is 6.
  • A 2008 law boosted funding by 8 percent so districts now receive 58 percent of per-pupil funding for kindergarten – the intent was to phase in full-day funding for all.
  • The recession has thwarted plans to add $10 million each year to full-day funding through 2013-14. Cuts now make that unlikely in the foreseeable future.

The full-day program started this fall and doubles the school day for hundreds of children. In the past, lotteries determined which children would win coveted spots in full-day kindergarten classes among the district’s 34 elementary and K-8 schools.

Full-day kindergarten is not mandatory or funded in Colorado and many school districts offer only half-day programs. Some offer full-day programs but charge tuition while others cobble together other funds to support a full-day option.

Prior to tapping the tax funds, Aurora used some federal Title I grant money to ramp up its full-day kindergarten program. Last year, 2,285 children were in full-day programs while 689 participated in half-day classes. This year, more than 3,300 children have registered so far for full-day.

At Laredo, all kindergarten students used to attend half-day programs before 2005. Five years ago, Laredo started using Title I funds to support  full-day kindergarten. In the 2005-06 school year, the school funded one full-day program and four half-day classes. Then the school started having two half-day classes and two full-day kindergartens.

Children who attended half-day classes used to be at school for just under three hours. Now, the school day is extended to 6 ½ hours for all students.

‘Parents want it, state doesn’t pay’

O’Keefe, the school’s principal, used to hear constantly from parents who wanted more school time for their young children.

Debbie Montano, a teacher at Laredo Elementary in Aurora, uses connecting blocks to teach math to her full-day kindergarten class.

“Most parents were knocking on our door saying, ‘I want full day,’ ’’ O’Keefe said. “They didn’t understand that the state doesn’t pay.”

O’Keefe said full-day programs are critical to the low-income families he serves.

“Parents want full-day for the academic advantages, but it will also save them $400 a month in day care,” he said. “Many of our parents are working two and three jobs.”

At Laredo, 85 percent of children qualify for the federal free and reduced-price lunch program, an indicator of poverty. Districtwide, the figure is 71 percent.

Full-day in large districts
Percent of kindergarten students in full-day in 2009-10:
  • Jefferson Co. – 72%
  • Denver – 93%
  • Douglas Co. – 8%
  • Cherry Creek – 19%
  • Adams 12 – 42%

Trailer parks and low-income housing cluster along Colfax a block north of the school. Fifty-five percent of Laredo’s students are English Language Learners.

For these children, school is not just a place to polish skills. Students who do well could earn a ticket out of poverty. A sign over the school’s front door reads: “Gateway to College.”  And teachers here like to remind students that for them, college begins in kindergarten.

Yet it can be hard to project to college when many children come to school woefully unprepared for rigorous academics.

“We have kids come to us who don’t know what the letter “A” is or what the color blue is,’’ O’Keefe said. “The challenge for our teachers is to take kids who come in behind, elevate them to proficient and keep them there.’’

So far, full-day kindergarten appears to be helping.

Full-day kindergartners outperform half-day

Aurora educators last year compared children who were in full-day kindergarten with those in half-day programs. On a commonly used reading assessment for younger students, children were considered to be on-target if they hit a benchmark of level 3 by the end of kindergarten.

Growth in kindergarten
  • In fall 2009, 64,190 children were enrolled in kindergarten across Colorado. That’s up 27 percent since 1999 and 42 percent since 1989.
  • Full-day kindergarten is expanding rapidly. In 2009-10, 60 percent of 64,190 kindergarteners were enrolled all day. In 2005-06, 28 percent of 59,398 kindergartners were full-day.
  • In a 2008 survey of school districts, 104 reported offering full-day to all students and 42 were offering full-day to some students.
  • Colorado children are attending school earlier. Preschool enrollment in fall 2009 was 29,701 – up 782 percent over fall 1989.

Throughout the district, 64 percent of the children in full-day kindergarten hit the target, while 51 percent of the half-day children were reading at level 3.

At Laredo, the results were even more striking. Since the full-day program started in 2005, an average of 71 percent of students were either proficient or advanced in end-of-the-year benchmark tests. Just 51 percent of children who attended half-day programs showed proficiency.

“Right away, the full-day kindergarten outperformed the half-day,’’ O’Keefe said.

William Stuart, Aurora’s chief academic officer, is keenly aware of achievement gaps between low-income students and English language learners and their peers from higher-income families, who typically come to school fluent in English and ready to learn.

“Achievement gaps start at the earliest ages,’’ Stuart said. “Time is the variable that really impacts student learning. Having kindergarten children in school full days helps eliminate gaps before they start.”

Stuart said the district does not yet have longitudinal data to show whether children who attended full-day kindergarten retain the boost and continue to outperform their peers in later years. But he and other district officials are convinced the investment will pay off.

“Over time, it’s going to pay dividends in narrowing elementary achievement gaps and having far more kids at grade level,’’ Stuart said.

Big dreams begin with kindergarten

At Laredo, O’Keefe said longitudinal trends are positive. Children who attended the school in full-day kindergarten programs out-performed their classmates who came later by an average of five percentage points on state reading exams.

A kindergarten student at Laredo Elementary in Aurora puzzles out a math problem with her Lego-like blocks.

“Five additional percentage points on a CSAP year to year is significant for us,” the principal said.

For 5-year-old Skyla Davis and her family, Laredo is a refuge from life’s chaos. Skyla’s dad, Larry Davis, concedes he’s been checked out for much of Skyla and her little sister’s life.

“I was addicted to crack,’’ Larry Davis said. “Rather than have it affect them,  I sent them to live with my wife’s mom so I could grow up myself.’’

Davis was homeless at times, but said he’s been clean for a few months now and relishes picking up Skyla from school. The family is living with his parents while Davis tries to find work and get his life together.

Both father and daughter love kindergarten.

“Personally, I think full-day is great. There’s more discipline, a better education,” he said. “You get them interacting with other children from an early age. And she learns to respect her elders.”

Davis brushes Skyla’s head as he talks, passing along his hopes to her.

“I settled for a GED and joined the Army,” he said. “I would like her to go to college. I’d like her to fill the shoes and dreams I never did.’’

Sources for statistics, funding: Vody Herrmann, assistant commissioner, Colorado Department of Education; CDE enrollment data; Colorado Revised Statutes; 2008 district survey.

What's Your Education Story?

As the 2018 school year begins, join us for storytelling from Indianapolis educators

PHOTO: Dylan Peers McCoy/Chalkbeat
Sarah TeKolste, right, and Lori Jenkins at a Teacher Story Slam, in April.

In partnership with Teachers Lounge Indy, Chalkbeat is hosting another teacher story slam this fall featuring educators from across the city.

Over the past couple of years, Chalkbeat has brought readers personal stories from teachers and students through the events. Some of our favorites touched on how a teacher won the trust of her most skeptical student, why another teacher decided to come out to his students, and one educator’s call to ramp up the number of students pursuing a college education.

The event, 5:30 p.m. Thursday, Sept. 13, is free and open to the public — please RSVP here.

Event details:

5:30 p.m. to 7:30 p.m.
Thursday, Sept. 13, 2018
Tube Factory artspace
1125 Cruft St., Indianapolis, IN 46203
Get tickets here and find more on Facebook

More in What's Your Education Story?

School safety

Hiring more security officers in Memphis after school shootings could have unintended consequences

PHOTO: Jahi Chikwendiu/The Washington Post/Getty Images

Tennessee’s largest district, Shelby County Schools, is slated to add more school resource officers under the proposed budget for next school year.

Superintendent Dorsey Hopson earmarked $2 million to hire 30 school resource officers in addition to the 98 already in some of its 150-plus schools. The school board is scheduled to vote on the budget Tuesday.

But an increase in law enforcement officers could have unintended consequences.

A new state law that bans local governments from refusing to cooperate with federal immigration officials could put school resource officers in an awkward position.

Tennessee Education Commissioner Candice McQueen recently reminded school personnel they are not obligated to release student information regarding immigration status. School resource officers employed by police or sheriff’s departments, however, do not answer to school districts. Shelby County Schools is still reviewing the law, but school board members have previously gone on the record emphasizing their commitment to protecting undocumented students.

“Right now we are just trying to get a better understanding of the law and the impact that it may have,” said Natalia Powers, a district spokeswoman.

Also, incidents of excessive force and racial bias toward black students have cropped up in recent years. Two white Memphis officers were fired in 2013 after hitting a black student and wrestling her to the ground because she was “yelling and cussing” on school grounds. And mothers of four elementary school students recently filed a lawsuit against a Murfreesboro officer who arrested them at school in 2016 for failing to break up a fight that occurred off-campus.

Just how common those incidents are in Memphis is unclear. In response to Chalkbeat’s query for the number and type of complaints in the last two school years, Shelby County Schools said it “does not have any documents responsive to this request.”

Currently, 38 school resource officers are sheriff’s deputies, and the rest are security officers hired by Shelby County Schools. The officers respond and work to prevent criminal activity in all high schools and middle schools, Hopson said. The 30 additional officers would augment staffing at some schools and for the first time, branch out to some elementary schools. Hopson said those decisions will be based on crime rates in surrounding neighborhoods and school incidents.

Hopson’s initial recommendation for more school resource officers was in response to the school shooting in Parkland, Florida, that killed 17 people and sparked a wave of student activism on school safety, including in Memphis.

Gov. Bill Haslam’s recent $30 million budget boost would allow school districts across Tennessee to hire more law enforcement officers or improve building security. Measures to arm some teachers with guns or outlaw certain types of guns have fallen flat.

For more on the role and history of school resource officers in Tennessee, read our five things to know.

Sheriff’s deputies and district security officers meet weekly, said Capt. Dallas Lavergne of the Shelby County Sheriff’s Office. When the Memphis Police Department pulled their officers out of school buildings following the merger of city and county school systems, the county Sheriff’s Office replaced them with deputies.

All deputy recruits go through school resource officer training, and those who are assigned to schools get additional annual training. In a 2013 review of police academies across the nation, Tennessee was cited as the only state that had specific training for officers deployed to schools.