Our Research, Results and Improvement | Kidango
Kidango is planning a gradual reopening of our full-day preschool and child care programs with limited enrollment beginning on Monday, June 15, 2020 and a gradual reopening of our part-day preschool programs with limited enrollment beginning on Wednesday, July 1, 2020. Please continue to visit our website for center specific reopening information. | Kidango está planeando una reapertura gradual de nuestros programas de preescolar y cuidado infantil de día completo con inscripción limitada a partir del lunes 15 de junio de 2020 y una reapertura gradual de nuestros programas preescolares de medio día con inscripción limitada a partir del miércoles 1 de julio de 2020. Continúe visitando nuestro sitio web para obtener información de reapertura específica del centro. UPDATE 6.16.20 / ACTUALIZACIÓN 6.16.20 Combined Shape Created with Sketch.

Our Results

Kidango is committed to evaluating the impacts of our programs to ensure a high-quality service that fully prepares children for Kindergarten. We work internally as well as with external partners to analyze the effects of our programs, enabling a process of continuous quality improvement.

SEEDS Outcomes

2016-17 Child Outcomes Data from SEEDS Classrooms

During school year 2016-17, we assessed children in our SEEDS classrooms with the Individual Growth and Development Indicators of Early Literacy (IGDIs). Developed by the University of Minnesota, the IGDIs benefit from a robust grounding in academic research, and it measures critical language and literacy skills that are predictive of future language proficiency in the 3rd grade and later. The tool was designed to help teachers, parents and others with valid, reliable data on children’s growth and development, and is used by Kidango to continuously improve our classroom practice and measure our success.

Specifically, the IGDIs focus on a set of 5 early reading measures:

  • Picture Naming (Oral Language)
  • Rhyming (Phonological Awareness)
  • Sound Identification (Alphabet Knowledge)
  • ‘Which One Doesn’t Belong?’ (Comprehension)
  • Alliteration (Phonological Awareness)

These measures – which constitute so-called General Outcome Measures – represent formal, psychometrically rigorous indicators of educational and developmental growth. What further makes the IGDIs suitable for use at Kidango is that they are highly developmentally appropriate, taking only about 10 minutes for each child with availability in English and Spanish.

Children in our SEEDS classrooms (n = 481) were assessed in January 2017 and then in May 2017 (only a five month time period). It is important to emphasize that our goal is to get a deeper understanding of children’s growth in early language and literacy during their time with us. What is also significant is that the questions in spring are more difficult than the ones presented in winter, accounting for children’s natural development (and preventing memorization). As shown below the results were very encouraging, especially for only five months!


Percentage of Children in SEEDS Near, At or Above Benchmark Level
Winter 2016 vs. Spring 2017 (N=481)

Percentage of Children in SEEDS Near, At or Above Benchmark Level



4 yr olds Average # of Correct Answers
for each assessment and assessment period


Further highlighting children’s positive development between Winter and Spring, this graph shows how the average number of correct answers rose, constituting an average of 4.1 more correct answers per measure.



4 yr olds Percentage of Children by Threshold Status
for each assessment and assessment period


This graph compares the percentages of children whose scores were below, near, at or above pre-determined thresholds appropriate to their age in the winter and spring assessments. As can be seen, in each of the five measures there was sizable growth in the percentage of children who scored ‘above’ and strong reduction in the number of children ‘below’. Overall, fewer children scored ‘below’ in the spring assessment with most now in the ‘near’ or higher thresholds.


Readiness Levels

During school year 2016-17 we worked with Applied Survey Research (ASR) in their study on the school readiness of children in San Jose’s Alum Rock district. Utilizing the Kindergarten Observation Form 2016, Kidango children were shown to be significantly more ready for school than children with no preschool or Transitional Kindergarten experience across all domains (self-regulation, social expression, academics).

Average Readiness Levels
By Kidango Preschool Experience





Percentage of Children Ready for Kindergarten
By Kidango Preschool Experience


close mobile menu
close event modal
close info box modal
close video modal video loading

Stay in the Loop

close video modal