Know the Data

Fort Worth ISD - Key Early Literacy Indicators

Kindergarten Readiness

0 %

Tarrant County: 59%

State of Texas: 53%



Tarrant County: 346,274

State of Texas: 5,371,586

Third-Grade Literacy

0 %

Tarrant County: 43%

State of Texas: 43%

All data is from the most recently available data source.
- Kindergarten Readiness: Texas Public Education Information Resource, 2020. Kindergarten Readiness assessments can vary by district.
- Enrollment: Texas Education Agency (TEA) PEIMS Student Enrollment Reports, comparison of academic year 2019-2020 - 2020-2021.
- Third-Grade Reading: State of Texas Assessment of Academic Readiness (STAAR) data provided by Texas Education Agency (TEA).

Sources & Methods: Why We Measure What We Measure

Read Fort Worth monitors data on indicators that research shows correlate to early literacy success. The data is used to inform strategies that have maximum impact on our third-grade reading goal and mobilize cross-sector community partners to implement these solutions.

Read Fort Worth monitors the following research-informed indicators:

*Click to expand
How do we define this indicator?
Kindergarten readiness is the percentage of students that qualify as “ready” based on an individual school district’s assessment.
Where do we get this data?
The Texas Education Agency does not mandate a single kindergarten readiness standard across school districts, but it does mandate that districts assess literacy among incoming kindergarteners. Fort Worth ISD uses the Texas Kindergarten Entry Assessment (TX-KEA).
Why is this indicator significant to our goal?
Though indicators for this outcome often differ across school districts and states, research shows kindergarten readiness predicts reading ability throughout a child’s educational career (Storch SA, Whitehurst GJ. Oral language and code-related precursors to reading. 2002 Nov.).


How do we define this indicator?
Pre-kindergarten enrollment is the percentage of eligible children ages three and four years-old enrolled in Pre-kindergarten.  Eligibility is determined by income, language, special needs, military status, foster status, and/or homelessness status.


Where do we get this data?
Texas Public Education Information Resource
Why is this indicator significant to our goal?
The earliest years of life are critical to the child’s future academic success and economic prosperity. Research shows that 90 percent of the brain is developed by the time a person is five years old (Zero to Three), and this early development has a strong correlation to economic prosperity. For every $1 invested in early childhood, a community saves $7 in long-term costs such as educational remediation, criminal justice, and welfare (The Center for High Impact Philanthropy, 2015).


How do we define this indicator?
Read Fort Worth monitors average daily attendance (ADA) and improved attendance. ADA is the total days of student attendance divided by the number of instructional days for the specified time period. This is measured consistently across the state and informs district’s formula funding. Improved attendance is defined as students who within each six-week period have fewer total absences than the prior six-week period.
Where do we get this data?
Attendance data are monitored every six-weeks through our data sharing agreement with Fort Worth ISD and analysis is completed through our collaboration with The Commit Partnership.
Why is this indicator significant to our goal?
Attendance is highly correlated to academic performance. National data shows, kindergarten and first graders who miss just 10 percent score 60 points below regularly attending students on third grade reading tests (Annie E. Casey Foundation, 2013).

How do we define this indicator?
Third grade reading is the percentage of students who achieve the “Meets Grade Level” standard on the STAAR third grade reading exam by answering 76 percent of questions correctly. Read Fort Worth also monitors the nationally, normed NWEA MAP Reading Growth and Reading Fluency assessments. MAP is a formative evaluation tool administered three times per year that provides more frequent monitoring of student progress to inform interventions throughout the course of the academic year.
Where do we get this data?
State of Texas Assessment of Academic Readiness (STAAR) data is provided by Texas Education Agency (TEA). NWEA MAP Reading Growth and Reading Fluency data is provided through our data sharing agreement with Fort Worth ISD.
Why is this indicator significant to our goal?
Data shows that students who do not read at grade level by third grade are four times more likely to drop out of high school than proficient readers. By some estimates, every student who walks out of the classroom without a high school diploma will earn approximately 40 percent less than those workers with a bachelor’s degree (U.S. Department of Education, 2012), consequently costing our society $260,000 in lost earnings, taxes, and productivity (Annie E. Casey Foundation, 2010).

Fort Worth ISD School Level Data | Powered by The Commit Partnership

Use this interactive table to compare Fort Worth ISD literacy scores to other districts in Texas or by school. Select the drop down tabs on the left to filter by campus, demographic, grade level, subjects, and academic year. This interactive table was created by The Commit Partnership using the STAAR assessment data.

The Annie E. Casey Foundation

Report: Early Warning Confirmed | A Research Update on Third-Grade Reading

Originally published February 6, 2013

Early Warning, a KIDS COUNT special report, found that reading well by 3rd grade impacts the future success of kids. New research confirms these findings and intensifies the urgency around getting kids of color to read proficiently.