Oakland Unified School District's
UNDERSTANDING EDI RESULTS
The Early Development Instrument (EDI) looks at five holistic domains. These domains focus not only on academic success, but also the social and emotional development children need to thrive and be ready for school. Explore each one:
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Physical health and well-being measures students’ physical readiness for schoolwork, physical independence, and gross and fine motor skills. Examples of questions teachers are asked: Can the child hold a pencil? Is the child underweight or overweight?
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Social competence measures students’ overall social competence with peers, respect and responsibility, approaches to learning, and readiness to explore new things. Examples of questions teachers are asked: Does the child share with others? Is the child self-confident?
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Emotional maturity measures students’ prosocial and helping behavior, anxious and fearful behavior, aggressive behavior, and hyperactive and inattentive behavior. Examples of questions teachers are asked: Is the child able to concentrate? Would the child help someone who is hurt or upset?
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The language and cognitive development domain measures students’ basic literacy skills, interest in literacy/numeracy and memory, advanced literacy skills, and basic numeracy skills. Examples of questions teachers are asked: Is the child interested in reading and writing? Can the child tell a short story?
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Communications skills and general knowledge measures students’ understanding of verbal communications and ability to communicate experiences, wishes, and feelings. Examples of questions teachers are asked: Can the child communicate his/her own needs? Can the child communicate with adults and children?
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How is vulnerability calculated?
As a population-level measure, the EDI data shows us a snapshot by OUSD neighborhood cluster of where children are most vulnerable. While some neighborhood clusters show more significant proportions of vulnerability, there are vulnerable children in every neighborhood in Oakland.
Vulnerable children are those who, without additional support and care, are more likely to experience challenges in their school years and beyond. Vulnerability is assessed for each of the five EDI domains. Children whose scores fall below the vulnerability cutoff on a particular EDI scale are said to be vulnerable in that area of development.
As a population-level measure, the EDI data shows us a snapshot by OUSD neighborhood cluster of where children are most vulnerable. While some neighborhood clusters show more significant proportions of vulnerability, there are vulnerable children in every neighborhood in Oakland.
Vulnerable children are those who, without additional support and care, are more likely to experience challenges in their school years and beyond. Vulnerability is assessed for each of the five EDI domains. Children whose scores fall below the vulnerability cutoff on a particular EDI scale are said to be vulnerable in that area of development.
The EDI data is presented in three ranges: vulnerable, at risk, and on track, as the image above shows. This is assessed on a nationally normed distribution scale: the lowest 10% of children measured are considered vulnerable, students within the 10-25% range are “at risk”, and children above the 25 percentile are “on track.”
Vulnerable: If the mean score of their EDI items falls at or below the 10th percentile cutoff. Children are at risk for problems in later childhood and, without additional supports and care, may experience future challenges in school and society.
At risk: Children are not vulnerable, but they are “at risk” for becoming vulnerable. Considering the segment of at-risk children helps us keep in mind populations of children who could use additional supports. The mean score is between the 10th and 25th percentile.
On track: Children are meeting developmental milestones and are expected to be successful. The mean score is above the 25th percentile.
*Washington DC -- Our Children, Our Community, Our Change
Vulnerable: If the mean score of their EDI items falls at or below the 10th percentile cutoff. Children are at risk for problems in later childhood and, without additional supports and care, may experience future challenges in school and society.
At risk: Children are not vulnerable, but they are “at risk” for becoming vulnerable. Considering the segment of at-risk children helps us keep in mind populations of children who could use additional supports. The mean score is between the 10th and 25th percentile.
On track: Children are meeting developmental milestones and are expected to be successful. The mean score is above the 25th percentile.
*Washington DC -- Our Children, Our Community, Our Change
For comments or questions about this dashboard, please email Keith Welch at keith.welch@ousd.org.