Kindergarten readiness refers to a child's ability to communicate their needs and wants, develop social and emotional skills, build language and literacy abilities, gain general knowledge, and establish an approach to learning. Schools measure readiness through standardized tests, assessments, screeners, and teacher observations. In recent years, it has become a major focus as school districts and states work to improve student outcomes and adapt education to meet evolving family and societal needs.
Research over the past decade shows that children who enter kindergarten prepared tend to perform better on standardized tests, maintain higher grade point averages, and achieve greater academic success throughout their education. Those who start school without foundational skills often struggle to keep up, putting them at a distinct disadvantage.
In previous years, more than 50% of Kentucky's students entered kindergarten ready. Today, that number has dropped to between 40% and 48%, leaving more than half of students behind from the start. To address this, I proposed HB 240, which strengthens early education by encouraging schools to hold back unprepared kindergarteners and first graders who lack the foundational literacy, math, and language skills needed to advance. This measure utilizes the universal screener from the Read to Succeed Act (SB 9, 2022) to assess student progress in kindergarten and first grade. Kindergarten students may be held back, but first-grade students must be held back if they do not make adequate progress. The ultimate goal is to intervene early when the biggest differences can be made.
Declining Test Scores and Readiness Rates
Kentucky's standardized test scores have declined since peaking in 2015. According to the latest results:
3rd Grade: 47% of students are proficient in reading; 43% in math.
8th Grade: 41% are proficient in reading; 42% in math.
High School: 46% of 10th graders are proficient in reading; 36% in math. Only 6% of 11th graders meet science proficiency standards.
As test scores decline, so does the kindergarten readiness rate. The correlation between unprepared kindergarteners and later academic struggles reinforces research linking early education to long-term success. Without a strong foundation, students face greater challenges in achieving academic proficiency.
Addressing the Readiness Gap
During the 2024 Regular Session, the General Assembly created the Adaptive Kindergarten Readiness Pilot Program through HB 695 to provide families with educational resources to prepare their children for school. HB 240 builds on that effort, ensuring students receive the support they need once they enter the school system.
Over the past 30 years, kindergarten has shifted from a play-based environment to an academic foundation. By 2010, students were expected to spell, write sentences, solve basic math equations, and understand probability. Teachers now anticipate that students will enter school knowing their ABCs, how to use a pencil, and how to read at grade level by the end of kindergarten. What was once first-grade material is now the standard for kindergarten.
As expectations evolve, we must ensure students are equipped to meet them. Measures like HB 240 are crucial to helping children develop the skills needed for lifelong learning. Education empowers students to become the best versions of themselves and access the countless opportunities available to them. Addressing kindergarten readiness is not just an educational priority, it is an investment in the future success of our children.
As always, I can be reached anytime through the toll-free message line in Frankfort at 1-800-372-7181. You can also contact me via email at
Timmy.Truett@kylegislature.gov and keep track through the Kentucky legislature's website at legislature.ky.gov.
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State Representative Timmy Truett
