Kindergarten Readiness
The years before Kindergarten are critical for the healthy development of a child’s mind, body, and capacity to learn later in life. Many children enter Kindergarten without the skills necessary to excel in reading and are at risk of falling behind their peers. The data used in this measure is the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Beginning of Year (BOY) assessment. DIBELS benchmark scores indicate a student’s reading progress compared to a goal that predicts future success. Scores are categorized as above benchmark (low risk), at benchmark (on track), strategic (some risk), or below benchmark (at-risk). View data notes for this measure.
Data Visualization
Kindergarteners At Benchmark or Above on BOY DIBELS (2017-25 School Year)
Use the dropdown menu below to view data on different groups.
Key Takeaways
The majority of Kindergarten students were not at Benchmark.
Only 33% of Kindergarten students were at Benchmark or above on the beginning of year DIBELS reading assessment.
Disparities were present in Benchmark levels by race/ethnicity.
Black and Hispanic/Latino Kindergarten students had lower Benchmark levels in the beginning of year DIBELS assessment compared to their White peers.
Working together to improve Kindergarten Readiness
Across Forsyth County, individuals, organizations, community groups, networks, and public institutions are working to ensure every child enters kindergarten ready to learn.
The strategies below represent the many ways our community is working toward that shared goal. By making these efforts visible, we can better understand how our work fits together, identify opportunities for collaboration, and strengthen our collective impact.
Connect pregnant people and families to resources, culturally relevant self-advocacy skills, and other families from their community.
BYM-01
Conduct community based participatory research with pregnant people and train medical providers to provide culturally affirming care
BYM-02
Improve equitable access to literacy supports by identifying community gaps, aligning resources, increasing family and community awareness of literacy resources, and strengthening family engagement with coordinated supports where they are most needed. Current sub-strategies include coordination around: Early childhood care, book access, and out-of-school time services
GLR-02
Create welcoming, culturally responsive PreK environments by embedding family voice and equitable practices throughout the PreK system.
PKP-01
Strengthen the PreK-to-Kindergarten transition through coordinated systems, shared expectations, and aligned supports.
PKP-02
Reduce participation barriers so more families can successfully access high-quality PreK, using these substrategies: Reduce enrollment barriers through streamlining of health assessment process; Reduce financial barriers through sustainable funding for additional slots
PKP-03
Build community power and lasting family leadership infrastructure within schools by holding regular Freedom Family Tables
FRS-02
Build capacity of educators and future educators to effectively deliver culturally relevant curriculum
FRS-03
Raise awareness of and increase community support for youth well-being needs through public demonstrations, publications, and events.
HTC-03
Data Notes
Kindergarteners Benchmark on BOY DIBELS
The year on the graph is the year the school year ends. Data is not included for the school years that ended in 2020 and 2021 because of the pandemic.
Data source: Winston-Salem/Forsyth County Schools