Studies show that educational achievement gaps already exist at Kindergarten entry.  Children from low-income families are more likely to start school with limited language skills, health problems and social and emotional problems that interfere with learning.  The larger the gap at school entry, the harder it is to close.

Language proficiency is a key predictor of school success. Early literacy skills (size of vocabulary, recognizing letters, understanding letter and sound relationships) at kindergarten entry are good predictors of children's reading abilities throughout their educational careers. Language and literacy skills enable children to develop cognitive skills and knowledge and to interact effectively with peers and adults.

 








RESIDENCY ROUNDTABLE - SOCIAL AND EMOTIONAL DEVELOPMENT: RESOURCES

America’s Children: Key National Indicators of Well-Being 2001 (2001). Washington, DC: Federal Interagency Forum on Child and Family Statistics.

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Building Services and Systems to Support the Healthy Emotional Development of Young Children: An Action Guide for Policymakers (2001). New York, NY: Jane Knitzer, National Center for Children in Poverty.

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Caring for Infants and Toddlers: Executive Summary (Spring/Summer 2001). Los Altos, CA: The Future of Children.

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Entering Kindergarten: A Portrait of American Children When They Begin School in The Condition of Education 2000 (2000). Washington, DC: National Center for Education Statistics.

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From Neurons to Neighborhoods: The Science of Early Childhood Development (2000). Washington, DC: Jack P. Shonkoff and Deborah A. Phillips eds., National Academy Press.

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A Good Beginning: Sending American’s Children to School With the Social and Emotional Competence They Need to Succeed (2000). Bethesda, MD: The Child Mental Health Foundations and Agencies Network (FAN).

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Improving the Odds for the Healthy Development of Young Children in Foster Care (2001). New York, NY: Sheryl Dicker, Elysa Gordon, and Jane Knitzer, National Center for Children in Poverty.

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Map and Track: State Initiatives for Young Children and Families 2000 Edition (2000). New York, NY: Nancy K. Cauthen, Jane Knitzer, and Carol H. Ripple, National Center for Children in Poverty.

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Off to a Good Start: Research on the Risk Factors for Early School Problems and Selected Federal Policies Affecting Children’s Social and Emotional Development and Their Readiness for School (2000). Bethesda, MD: The Child Mental Health Foundations and Agencies Network (FAN).

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Promoting Resilience: Helping Young Children and Parents Affected by Substance Abuse, Domestic Violence, and Depression in the Context of Welfare Reform (2000). New York, NY: Jane Knitzer, National Center for Children in Poverty.

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Ready to Succeed: The Lasting Effects of Early Relationships (1998). Chicago, IL: Ounce of Prevention Fund. Washington, DC: ZERO TO THREE.

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School Readiness: Helping Communities Get Children Ready for School and Schools Ready for Children (October 2001). Washington, DC: Child Trends.

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Snapshots of America’s Families II: A View of the Nation and 13 States from the National Survey of America’s Families (October 2000). Washington, DC: Assessing the New Federalism, Urban Institute, Child Trends.

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Step by Step: Incorporating Developmental Screening into Programs and Services for Young Children (2001). Chicago, IL: Birth to Three Project, The Ounce of Prevention Fund.

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Tracking the Well-Being of Children and Youth at the State and Local Levels Using the Federal Statistical System (September 2001). Washington, DC: Brett V. Brown, Child Trends, Assessing the New Federalism, Urban Institute.

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Using Mental Health Strategies to Move the Early Childhood Agenda and Promote School Readiness (2000). New York, NY: Jane Knitzer, Carnegie Corporation of New York and the National Center for Children in Poverty.

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The School Readiness Indicators Initiative is supported by the David and Lucile Packard Foundation, the Ewing Marion Kauffman Foundation and the Ford Foundation.
The 17-state initiative is managed by Rhode Island KIDS COUNT