Increase kindergarten readiness with full-day pre-K combined with lower student-to-teacher ratios

Attending a high-quality, full-day pre-K in a classroom with a low student to teacher ratio is paramount. Not only does it increase early academic achievement, but pre-K also increases the likelihood students graduate high school and attend postsecondary.

Kindergarten Readiness

Kindergarten readiness is both the foundational skill a child brings paired with the school environment in which they are supported. In a ten year study that measures students’ response to instruction within the first weeks of school, we found:

• Kindergarten readiness is highly predictive of both reading and math success in 3rd grade.
• In 2023, 3rd graders were 3.3 times more likely to have met standard on the math and reading 3rd grade STAAR if they were ready for school in kindergarten.¹
• Kindergarten readiness was more predictive of third grade success than any demographic factor, such as income status.
• All kindergartners with pre-K experience are 1.8x as likely to be ready for kindergarten.
• Students from low-income households are nearly 3x as likely to be ready for kindergarten if they attend pre-K.

Students from Low-Income Households

Students from low-income households are 2.6x more likely to be kindergarten ready if they attend pre-K, compared to all kindergarteners regardless of household income.

Students who were enrolled in full-day pre-K in classrooms with smaller student-to-teacher ratios were significantly more ready for kindergarten than students who were enrolled in other types of pre-K programs.

In 2019, House Bill 3 was passed by the 86th Texas Legislature and signed into law by Governor Abbott, which ensured districts could use state funding to provide students with access to full-day pre-K.

Districts with full-day programs before HB 3 had students in attendance five days more per year on average compared to districts with a half day program.

With this significant difference in attendance, as well as the longer instructional day, children in full day pre-K have over 370 more hours of instruction during their pre-K year on average than their peers who attend a half day program.

Students who attended full-day pre-K with smaller student-to-teacher ratios enjoyed better outcomes in kindergarten readiness, 3rd grade reading, and beyond, compared to their peers who attended half-day or no pre-K.

This historic legislation ensured that students, in particular students from low-income households, gained better access to full-day pre-K.

¹ E3 Alliance analysis of Texas Education Agency Early Childhood Data System and STAAR data at the Education Research Center at the University of Texas at Austin