Uncommon Results

A comprehensive study conducted by the University of North Carolina at Charlotte and Anderson University spanned eight months and utilized pre and post-assessments (TOEPL - Test of Preschool Early Literacy, CAP - Concepts About Print, and MyIGDIs Early Literacy + Picture Naming).
Beginning in 2016, the research involved 27 African American children aged 2 to 5 at Castles Daycare Academy. Remarkably, all participants learned to read by age 5, with many achieving this milestone by age 4. The families represented a diverse socioeconomic spectrum, traveling from various parts of Charlotte and surrounding areas. Teachers at Castles Daycare Academy prioritize individualized learning experiences to understand each child deeply.
The study revealed that the children exhibited significant growth in early literacy skills, surpassing expectations. This success is attributed to a highly rigorous print-focused, culturally responsive curriculum, and extensive family involvement.
Moreover, the findings indicated that these children demonstrated statistically significant improvements in K-12 school attendance and academic performance compared to a matched sample of their peers. Skills typically taught in K-3 classrooms were introduced early at Castles Daycare Academy, resulting in sustained literacy advantages through high school. Castles Daycare Academy students consistently outperformed their peers over a four-year period.