The Early Development Instrument Findings.

Thanks for taking an interest in this community initiative. Here, you will find summarized findings from the EDI, both for the community as a whole and for local neighborhoods. Our hope is that this report will engage individuals, organizations and community leaders to work together to improve school readiness and create a better environment for our children.

Remember that your interpretation of the findings may vary depending on how you use the map and what areas and/or domains you decide to focus on. Also remember that the EDI does not label or identify individual children with specific problems because it takes a broader view at children’s issues in terms of their experiences at home and in the community.

The results are reported as the percentage of children who are either “developmentally vulnerable” or “very ready” in each of the five domains. Children who score at or below the 10th percentile of the national EDI population in each area are considered developmentally vulnerable, and those who score at or above the 75th percentile in each area are considered very ready.

Anyone with an interest in early child development, including parents, early child development workers and school representatives can use the EDI data to identify strengths and needs within their communities, plan early childhood investment, develop policies and implement programs.

This report reflects data collected by participating kindergarten teachers during the 2011-2012 school year.

Children’s Background Information – Southern Cameron County (2012)

School Information
School districts contributing to the community results4
Schools contributing to the community results47
Classrooms collecting EDI information242
Community Information
Children4,248
Children who are English Language Learners (ELL)59%
Children who have an Individualized Education Program
(IEP) for children with disabilities
5%
Race/Ethnicity:
African-American, Black<1%
Asian, Native Hawaiian or other Pacific Islander<1%
Hispanic, Latino/a95%
White4%
Other1%

EDI data reported for 4,248 children in Southern Cameron County during the 2011-12 school year, including background information about children surveyed.

Summary of EDI Results by Developmental Area – Southern Cameron County (2012)

EDI Developmental AreaPercent of children
Developmentally vulnerable
Percent of children
very ready
Physical Health and Well-being:
Physical readiness for school work, physical independence, gross and fine motor skills
9%44%
Social Competence:
Overall social skills with peers, respect and responsibility, independence and adjustment, readiness to explore new things
9%33%
Emotional Maturity:
Pro-social and helping behavior, anxious and fearful behavior, aggressive behavior, hyperactive and inattentive behavior
9%37%
Language and Cognitive Development:
Basic literacy, interest and memory, complex literacy skills, basic literacy and numeracy
12%33%
Communication Skills and General Knowledge:
Storytelling ability, communication with adults and children
11%37%

Percent of children who fall at or below the 10th percentile are considered “developmentally vulnerable,” while children who
score at or above the 75th percentile are considered “very ready.”

Downloads