Search

Assessing students at kindergarten entry allows teachers to effectively plan instruction that meets individual student needs, and those of the class as a whole. Maryland uses Ready for Kindergarten (R4K): Maryland's Comprehensive Early Childhood Assessment System, a single coordinated system for measuring the knowledge, skills, and behaviors and identifying the needs of young children. R4K has two components: (1) Early Learning Assessment (ELA); and (2) Kindergarten Readiness Assessment (KRA). Maryland is one of more than 40 states using assessment tools to measure children's readiness for success in kindergarten. The compiled statewide and jurisdictional data released annually by the Maryland State Department of Education (MSDE) indicate overall kindergarten readiness, as well as average scale scores in each domain and overall readiness for student populations by gender, race/ethnicity, and prior care setting, and for students receiving special services, including children with disabilities, English learners, and students from low-income families. Of the more than 64,000 children that entered Maryland's kindergarten classrooms in school year 2018-2019: 44% are from low-income households, 15% are English learners, and 9% have an identified disability. The KRA 2018-2019 data show: (1) 11 of Maryland's 24 jurisdictions exceeded the statewide average: Anne Arundel, Baltimore, Carroll, Frederick, Garrett, Howard, Kent, Montgomery, Queen Anne's, Somerset, and Worcester Counties; (2) 13 jurisdictions exhibit readiness levels below the statewide average (fewer than 47% demonstrate readiness); (3) More than 28,000 kindergarten children live in one of these jurisdictions, 44% of all kindergarteners; and (4) In six of these jurisdictions, the majority of kindergarteners (>50%) may be eligible for Free and Reduced Price Meals (FaRMs), suggesting a greater than average level of child poverty. [For "Ready for Kindergarten: Maryland's Early Childhood Comprehensive Assessment System. The 2018-2019 Kindergarten Readiness Assessment Technical Report," see ED594322. For "Readiness Matters: Equity Matters. 2017-2018 Kindergarten Readiness Assessment Report," see ED589988.]

Based on Maryland's 2017-2018 Kindergarten Readiness Assessment (KRA) results, nearly half of all entering kindergarten children show foundational skills indicating they are fully ready for kindergarten, more than a third are approaching readiness, and 18% have emerging readiness skills. Results for the 2017-2018 school year show a slight increase from the administration of the KRA in 2016-2017. This technical report presents information on: (1) School Readiness Results for School Year 2017-2018; (2) New KRA Legislation and Weighting; (3) Weighting for State Level Results; (4) Local School Systems Administrating KRA on all Students (Census Administration) versus Representative Sampling; (5) School Readiness Based on Demographic Categories; (6) Reporting and Interpreting of KRA results; (7) What the KRA Results Represent; (8) Availability of the 2017-2018 School Readiness Report; (9) Background of Maryland's School Readiness Initiative; (10) Maryland's Assessment System of Measuring School Readiness; (11) Alignment of KRA Standards with the Maryland College and Career-Ready Standards; (12) KRA Item Types; (13) Administration of the KRA; (14) Use of Data and Accountability; (15) Accessibility for Special Populations; (16) Teacher Professional Development; (17) Validity and Reliability Data; (18) Measurement of the Internal Consistency of the KRA--Cronbach's Alpha; (19) KRA Item Reduction and Standard Setting; and (20) Standard Setting Validation. [For "Readiness Matters: Equity Matters. 2017-2018 Kindergarten Readiness Assessment Report" see ED589988.]

Maryland is charged with providing an equal education and ensuring that personal or social circumstances--such as immigration status, ethnic background, socioeconomic status, English proficiency, or disability--are not barriers to academic success. Equity is achieved when all students have the resources they need, such as exceptional teachers or high-quality early childhood programming, to thrive and succeed. Data from "Readiness Matters! The 2017-2018 Kindergarten Readiness Assessment Report" indicate that many school readiness challenges must be addressed in order to close the achievement gap. The Maryland State Department of Education is taking proactive measures to focus on research-based strategies that work. Ready for Kindergarten (R4K) is Maryland's comprehensive early childhood assessment system. R4K aligns with the State's rigorous PreK-12 College and Career-Ready Standards and articulates what young children are expected to know and do upon kindergarten entry in order to be on the path toward academic success. R4K has two components: The Early Learning Assessment (ELA) and the Kindergarten Readiness Assessment (KRA). The KRA is a developmentally appropriate observational and assessment tool that relies on performance tasks and observations of children's work and play to measure specific skills and determine what each entering kindergartener knows and is able to do across four domains: social foundations, language & literacy, mathematics, and physical well-being and motor development. KRA 2017-2018 data show that: (1) 45% of Maryland's kindergarteners demonstrate readiness; (2) Maryland experienced a 2-point increase in readiness levels from the previous year; (3) The majority of kindergarteners do not demonstrate the knowledge, skills, and behaviors needed to succeed in school; (4) High poverty jurisdictions show lower readiness; (5) Gender gaps favor females; (6) Readiness gaps exist for children of color; (7) Fewer students with disabilities demonstrate readiness; (8) English proficiency impacts school readiness; and (9) The benefits of early education are clear. [For "Readiness Matters! The 2015-2016 Kindergarten Readiness Assessment Report," see ED572305.]

As part of Maryland's ongoing commitment to early learning and school readiness, a comprehensive Kindergarten Readiness Assessment (KRA) was administered for the third time. This assessment is part of the Ready for Kindergarten: Maryland's Early Childhood Comprehensive Assessment System (R4K) that was developed to align to the state's more rigorous PreK-12 College and Career-Ready Standards. This report shares the school readiness results of Maryland's children--statewide, by subgroups, and for each of Maryland's 24 local jurisdictions. Based on Maryland's Prekindergarten standards, the results for this third year are: (1) 43% of entering kindergarteners in school year 2016-2017 are demonstrating that they possess the foundational skills and behaviors that prepare them for the curriculum that is based on Maryland's more rigorous kindergarten standards; (2) 50% of females are demonstrating readiness compared with 36% of the males; (3) 50% of Asian kindergarteners and 53% of white kindergarteners are demonstrating readiness above the state average (43%). American Indian/Alaska Native (26%), African American (37%), Native Hawaiian/Pacific Islander (33%) and Hispanic (27%) kindergarteners are below the state average of kindergarteners demonstrating readiness; (4) Kindergarteners with disabilities (19%), those learning the English language (21%), and those from low-income households (32%) have many fewer students demonstrating readiness than Maryland kindergarteners as a whole; and (5) Children who attended child care centers (51%) and non-public nursery schools (64%) the year prior to entering kindergarten exceed the statewide readiness average. [For "Readiness Matters! The 2015-2016 Kindergarten Readiness Assessment Report" see ED572305.]

As part of Maryland's ongoing commitment to early learning and school readiness, a comprehensive new Kindergarten Readiness Assessment (KRA) was administered for the second time. This assessment is part of the new Ready for Kindergarten: Maryland's Early Childhood Comprehensive Assessment System (R4K) that was developed to align to the state's more rigorous PreK-12 College and Career-Ready Standards. This report shares the school readiness results of Maryland's children--statewide, by subgroups, and for each of Maryland's 24 local jurisdictions. Based on the new higher standards, the new baseline results for this year are: (1) Nearly half of entering kindergarteners in school year 2015-2016 (45%) are demonstrating that they possess the foundational skills and behaviors that prepare them for the curriculum that is based on Maryland's new more rigorous kindergarten standards; (2) 52% of females are demonstrating readiness compared with 39% of the males; (3) More than half of Asian kindergartners (52%), white kindergartners (56%), and Native Hawaiian/Pacific Islander kindergartners (51%) are demonstrating this new level of readiness. American Indian/Alaska Native (44%), African American (41%), and Hispanic (27%) kindergartners are below the state average of kindergarteners (45%) demonstrating readiness; (4) Kindergartners with disabilities, those learning the English Language, and those from low-income households have much fewer students demonstrating readiness than Maryland kindergartners as a whole; and (5) Children who attended child care centers (54%) and non-public nursery schools (66%) the year prior to entering kindergarten exceed the statewide readiness average. [For "Readiness Matters! The 2014-2015 Kindergarten Readiness Assessment Report," see ED589994.]

This most recent Iowa Kids Count data book, "Iowa Kids Count 2011: Trends in the Well-Being of Iowa Children," provides data on 20 different indicators of child and family well-being at the United States, Iowa, substate and county level. The annually produced data book presents health, education, welfare and economic data including infant mortality, reading and mathematics proficiency, food assistance and child poverty. These indicators provide an extensive cross-section of data and information for policy makers, researchers, educators and others to use. At the state level, the health and education indicators, for the most part, have shown improvement since 2000 with five of the eight health indicators and three of the five education indicators improving. However, other indicators, particularly the economic-related indicators, child abuse and neglect, and single parent families, continue to deteriorate or stagnate. The rapid and significant deterioration of some of the economic-related indicators the past few years is of utmost concern for the continued well-being of children and families in Iowa. Because of this, it is most important that the data contained in this year's Iowa Kids Count data book are made available for decision makers and others to review as policies concerning the well-being of children and families are discussed. [For "Iowa Kids Count 2010: Trends in the Well-Being of Iowa Children," see ED537752.]

The 2012 data book explores how our kids have fared during the last decade--some outcomes are positive, some negative. But positive or negative outcomes for kids don't just happen. They are the inevitable results of effective or failed policy choices. The State of Texas Children 2012 combines data and policy to tell the story of Texas kids. It's time we learn from our past choices, positive and negative, so that we can shape a different story for our future. (Contains 78 endnotes.) [Additional funding for this paper was provided by Methodist Healthcare Ministries.]

This most recent Iowa Kids Count data book, "Iowa Kids Count 2010: Trends in the Well-Being of Iowa Children," provides data on 20 different indicators of child and family well-being at the United States, Iowa, substate and county level. The annually produced data book presents health, education, welfare and economic data including infant mortality, reading and mathematics proficiency, food assistance and child poverty. These indicators provide an extensive cross-section of data and information for policy makers, researchers, educators and others to use. [For "Iowa Kids Count 2009: Trends in the Well-Being of Iowa Children," see ED537750.]

"Kids Count in Colorado!" is an annual publication of the Colorado Children's Campaign, which provides the best available state- and county-level data to measure and track the education, health and general well-being of the state's children. "Kids Count in Colorado!" informs policy debates and community discussions, serving as a valuable resource for policymakers, community leaders, advocates and citizens. This report, "The Impact of the Great Recession on Kids in Colorado," contains some of the earliest data of its kind in Colorado and in the nation about the implications of the recession on children's lives. In addition to reporting some of the first available data on child well-being trends affected by the Great Recession, including child health, early childhood care and development and education, this year's "KIDS COUNT in Colorado!" also includes trends in participation in the programs and services that support Colorado kids. While demand for these programs is growing because of need, participation is limited by the diminishing state resources available to meet the need, and this combination will likely have an effect on children's lives for years to come. When children are not prepared to learn, when student achievement gaps persist, when children are more obese, less healthy and unable to access basic health care, kids and their families suffer and the state's ability to compete in a global economy is diminished. The Great Recession has taken a toll on Colorado's families, their neighbors and their children. Coming on the heels of nearly a decade of significant poverty increases, many Coloradans were already especially vulnerable to its impacts. And while there are recent indications that economic factors, including employment rates, are improving, the implications on children are ongoing and significant. (Contains 68 figures, 2 tables, and 137 footnotes.) [Additional funding was provided by the Gay & Lesbian Fund for Colorado. Link to Errata page: http://www.coloradokids.org/file_download/d6ea11ee-3cd5-4e37-af4d-6e2cc29a3897.]

This latest annually produced Iowa Kids Count data book, "Iowa Kids Count 2009: Trends in the Well-Being of Iowa Children," provides data on 18 different indicators of child and family well-being at the United States, Iowa, substate and county-level. The 18 indicators presented in the data book contain an expanse of data from economic, welfare, education and health areas including child poverty, child abuse and neglect, high school graduation and low birthweight. These indicators provide an extensive cross-section of data and information for policymakers, researchers, educators and others to use. Of the 18 indicators included in this year's data book, 10 have shown slight or moderate improvement while the other eight have shown slight to significant deterioration at the state level primarily from 2000 to 2009. This reflects a slight improvement from the previous year's data book which showed a few more indicators deteriorating than improving during the 2000 to 2008 time period. [For "Iowa Kids Count 2008: Trends in the Well-Being of Iowa Children," see ED537753.]

"Kids Count in Colorado!" is an annual publication of the Colorado Children's Campaign, which provides the best available state- and county-level data to measure and track the education, health and general well-being of the state's children. "Kids Count in Colorado!" informs policy debates and community discussions, serving as a valuable resource for policymakers, community leaders, advocates and citizens. This year, the Colorado Children's Campaign celebrates 25 years of serving as the voice for Colorado's kids, using data to identify and advocate for the best policies to improve their lives. In this year's "KIDS COUNT in Colorado!", the Children's Campaign digs deeper into a troubling trend that emerged in the 2008 and 2009 KIDS COUNT reports. Since 2000, the number of children living in poverty has grown faster in Colorado than in any other state in the nation. At the same time, national reports rank Colorado in the middle--about average--in the nation in child well-being, making the poverty trend even harder to understand. This year's report looks even more closely at the components of the data on poverty, child health, education and early childhood, knowing the key to finding effective solutions lies in the most thorough understanding of the problem. (Contains 46 figures, 4 tables, and 76 footnotes.) [Additional funding was provided by the Gay and Lesbian Fund for Colorado. For the 2009 edition of this report, see ED538954.]

This new Iowa Kids Count data book, "Iowa Kids Count 2008: Trends in the Well-Being of Iowa Children," is the latest annually produced book containing data on 18 different indicators of child and family well-being for the United States, Iowa and its 99 counties. The 18 indicators provide a wealth of health, education, welfare and economic data from infant mortality to teen births, child abuse and neglect to student test scores, and unemployment to child poverty. The indicators in the data book present an extensive cross-section of data and information for educators, researchers, policy makers and others to use.

"KidsCount in Colorado!" is an annual publication of the Colorado Children's Campaign, which provides the best available state- and county-level data to measure and track the education, health and general well-being of the state's children. KidsCount in Colorado! informs policy debates and community discussions, serving as a valuable resource for policymakers, community leaders, advocates and citizens. Last year, the "KidsCount in Colorado!" data revealed a troubling trend significantly impacting the children--the increase in kids living in poverty. This year's data shows that trend is continuing and, in fact, increasing. The number of children living in poverty has increased 85 percent since 2000, with more than 192,000 children living in poverty in 2007, compared to 104,000 in 2000. And the youngest children are the most likely to be living in extreme poverty. Maintaining the well-being of Colorado's children is increasingly difficult in a tough economy, when many parents have lost jobs and income. By many different measures, poverty is the largest obstacle to opportunity for Colorado's youngest citizens. Kids growing up in poverty struggle with low educational achievement, health problems, emotional and behavioral difficulties and other challenges that decrease their chances of lifelong success. Quality child care and educational programs can help mitigate the negative effects of poverty, and this is the theme of this year's "KidsCount in Colorado!" report. Children who have access to quality pre-K programs have a better chance at overcoming the obstacles related to poverty and becoming financially and otherwise self-sufficient as adults compared to poor children who don't have access to quality care. With the devastating impacts of and dramatic rise in poverty on children and the state, it has never been more important that one considers the impacts these early childhood services can make on both children and the state. (Contains 32 figures, 2 tables, and 68 footnotes.) [Additional funding was provided by the Gay & Lesbian Fund for Colorado. For the "2008 KidsCount in Colorado!," see ED538948.]

"KidsCount in Colorado!" is an annual publication of the Colorado Children's Campaign, which provides the best available state- and county-level data to measure and track the education, health and general well-being of the state's children. KidsCount in Colorado! informs policy debates and community discussions, serving as a valuable resource for policymakers, community leaders, advocates and citizens. This year's report focuses on an issue that impacts almost every other factor: children living in poverty. Poverty is the biggest obstacle to opportunity for children, and between 2000 and 2006, the number of children living in poverty in Colorado increased by 73 percent--the highest increase by far of any state in the nation. At the same time, the total number of children in the state only increased six percent. While Colorado and much of the rest of the nation are experiencing a rise in the percentage of children living in poverty, some states, including neighboring states like Wyoming and New Mexico, experienced decreases. Understanding the data and the impact of this issue on children are important steps to making sound policy and community decisions about the problem of children growing up in poverty. (Contains 53 footnotes.)

Public opinion polls consistently show a strong, bi-partisan consensus on the need to invest in the nation's kids. Yet even as Americans demand a greater focus on children, public investments are shifting away from them. In California, this is leading to children who are increasingly unhealthy yet lack health insurance, failing in school or unable to enroll in preschool, and living in families that lack the most basic supports to be safe and secure. Children Now's goal is to bridge this gap between public will and public policies to ensure that children are the top public priority. The 2005 "California Report Card" provides an assessment of the current status of California's children. In this report, letter grades, A through F, are assigned to each children's policy area (Health; Family Economic Security; and Education) and reflect how well the state is meeting their needs. These grades are based on the most recent data available, including the 2005 "California County Data Book," Children Now's companion research document, and Children Now's policy expertise. This report explores the issues in greater detail and aims to assist in moving forward the proposed agenda that will assure a healthy and rewarding future for the nation's children. (Contains 96 endnotes.) [Support for the work reflected in this report was also provided by: The Clorox Company Foundation; and The Friedman Family Foundation.]

The Houston KIDS COUNT data book examines the status of children in Houston and Harris County and identifies trends in their general welfare. These data provide a portrait of Harris County's children that can be used for developing sound and effective local policy. The report is divided into the following sections: (1) Children in Families; (2) Economic (In)Security; (3) Economic Support; (4) Child Population; (5) Child Population; (6) Maternal & Infant Health; (7) Health Care; (8) Child Abuse/Neglect; (9) Child/Teen Death; (10) Education; and (11) Teens at Risk. (Contains 34 endnotes.)

In this report, the Center for Public Policy Priorities displays a key set of measures on child well-being through a series of maps that show how each county compares with others and with the state as a whole. Through text they provide commentary on the data, explain how the reader can access additional data from our comprehensive website, and discuss how the reader can use the data to inform debate and guide decisions about public policy. Last year the Center for Public Policy Priorities introduced a wholly revamped annual publication, The State of Texas Children 2003. In this report, they completely reorganized the more than 30 Texas KIDS COUNT indicators into eight thematic categories, relevant to the economic, educational, physical, emotional, and social well-being of Texas children from infancy through adolescence, and represented by core sections in each of the print and electronic products. They also moved county profiles to Texas KIDS COUNT Online, for the first time making it possible to present every Texas KIDS COUNT indicator within each of the profiles. Some of these indicators represent outcomes, such as infant mortality, child poverty, and teen pregnancy, actually experienced by children and their families in the state. Another set of Texas KIDS COUNT indicators documents the use of social services, such as Food Stamps or CHIP, that provide a critical safety net for Texas children and families in need. A third group of indicators, mostly demographic measures such as total population and child population counts, offers insight into the contextual factors that influence the circumstances and prospects of our children, families, and communities.

The Family Income Standard (FIS), developed in Arkansas as a more adequate measure of families' economic well-being than the widely-criticized Federal Poverty Level (FPL), is defined as the amount of money a working family must earn to meet its daily living needs without assistance from charities. This report details the effort to update and improve the FIS for the state, providing FIS estimates for 75 Arkansas counties and statewide. The FIS was calculated for six family types varying in the number of parents in the household, the number of children, and the number of employed parents in the household. Findings indicated that the FIS ranged from $21,668 annually for two parents (one employed) with one child to $35,658 for two parents (both employed) with two children. Because two-parents families with a stay-at-home parent do not pay for childcare and have lower transportation costs and a different tax burden, their FIS was considerably lower than parents who are both employed. The largest expenses for families depended on the number of children and whether both parents were employed. The FIS was found to be roughly twice the FPL and higher than prevailing federal minimum wages. County-level FIS differences resulted from differences in costs of four major FIS components: housing, childcare, taxes, and other basic necessities, such as personal care and household items. Delineated in the report are FIS data for each family type in each county and statewide. The report also discusses implications for tax policy, subsidized early care and education, health care, and workforce education. The report concludes by noting that Arkansas has an opportunity to develop state policies that help families achieve economic self-sufficiency and more adequately meet their basic needs. (KB)

This Kids Count Data book details trends in the well-being of Connecticut's children. The statistical portrait is based on 23 indicators in the areas of demographics, security, health, education, and safety. This year's new format presents the data at the county and town levels, covering 169 municipalities and 8 counties. The data book begins with an essay, "The Tale of Two Connecticuts," spotlighting inequities among the state's children and families, followed by an index of Connecticut towns and a map of towns and counties. The data are then presented for the 23 indicators: (1) children living in poverty; (2) children living in neighborhoods with 20 percent or more below poverty level; (3) youths not in school or working; (4) children speaking a language other than English at home; (5) children living with one or more parents; (6) race of children under age 18; (7) children under age 18 of Hispanic ethnicity; (8) demographic data by county and town; (9) Connecticut population; (10) children receiving Temporary Family Assistance (TFA); (11) eligibility for free or reduced price school meals; (12) births to teen mothers; (13) low birth weight births; (14) infant mortality; (15) late or no prenatal care; (16) preschool experience; (17) meeting Connecticut Mastery Test (CMT) Goal; (18) meeting Connecticut Academic Performance Test (CAPT) Goal; (19) annual high school dropout rate; (20) child care subsidies (infant/toddler, preschool, school-age); (21) substantiated allegations of child abuse/neglect; (22) child deaths; and (23) preventable teen deaths. (HTH)

This Kids Count data book provides state and county trends in the well-being of Kansas' children. The statistical portrait is based on 22 indictors in the areas of economic well-being, physical health and safety, childhood care and education, emotional well-being, and social behavior and social control. Following a state profile, county data are presented for the following indicators: (1) births to school-age mothers; (2) children in poverty; (3) children approved for free school meals; (4) childhood deaths; (5) infant mortalities; (6) births with adequate prenatal care; (7) kindergartners fully immunized by age two; (8) low birth-weight babies; (9) Early Head Start participation; (10) Head Start participation; (11) child care availability; (12) high school graduate post-secondary education; (13) births to mothers with less than a high school degree; (14) students graduating from high school; (15) out-of-home placements; (16) teen violent deaths; (17) reported child abuse and neglect; (18) substantiated child abuse and neglect; (19) juvenile court filings; (20) youth who report using tobacco in preceding 30 days; (21) youth who report binge drinking; and (22) youth who report using other drugs. Measures showing notable improvement include childhood death rates, Head Start participation, immunization rates, and use of tobacco and binge drinking. Measures remaining steady include infant mortality, low birth-weight births, and post-secondary education or training among high school graduates. Measures showing deterioration include free school meal enrollment and reported child abuse and neglect. The data book concludes with notes and a list of data sources. (HTH)

This Kids Count factbook examines statewide trends in the well-being of South Dakotas children. The statistical portrait is based on 25 indicators in the areas of demographics, health, education, economics, and safety. The indicators include: (1) poverty thresholds; (2) racial groups; (3) single age years; (4) households and families; (5) infant mortality; (6) low birth weight; (7) child death; (8) teen violent death; (9) births to single teens; (10) prenatal care; (11) immunizations; (12) school enrollment; (13) school dropout rates; (14) children with a disability; (15) poverty statistics; (16) personal income; (17) women employed; (18) TANF/food stamps/Medicaid; (19) child care; (20) free and reduced price lunch recipients; (21) juvenile justice; (22) child abuse and neglect; (23) youth related traffic accidents; (24) juvenile drug and alcohol abuse; and (25) youth risk behavior survey. The first section of the factbook presents introductory materials and comparative information between South Dakota and the United States. The major portion of the factbook presents state and county data tables for each indicator. Among the findings are the following: South Dakota has the highest percentage rate in the nation of children under 6 in paid child care while parents work; the state ranks 5th for children living with fully employed parents; children in low-income working families face uncertain futures; and improvement in child poverty rate outpaces the national rate. The factbook concludes with a section listing data resources, websites of interest, data calculation information, and interpretation instructions. (SD)

This WisKids Count data book provides a statistical portrait of the well-being of Wisconsin's children. In addition to demographic data indicating changing communities, the indicators and data are organized into five overarching goals: (1) Healthy Families and Children Thrive, including births to single women, infant deaths, and health care coverage; (2) Families Can Meet Their Needs, including family income, housing affordability, children in kinship care, and AFDC and food stamp recipients; (3) Children Are Safe, including births to teen mothers, child abuse and neglect reports, and domestic violence incidents; (4) Youth Make Good Choices, including high school graduation, students taking the ACT exam, juvenile arrests, and children placed in out of home care; and (5) Children Are Ready for School, including children meeting immunization requirements, Head Start enrollment, and children participating in the Birth to Three program. The bulk of the report then presents data by county for each of the indicators under each goal. Data are provided for the years 1991, 1995, 2000, and 2001/2002 to indicate trends. The remainder of the data book provides city comparisons for years 1990 and 2000. Indicator sources and explanations conclude the data book. (HTH)