Default Title Here



			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.



	Arizona Carol Kamin Executive Director, Children's Action Alliance 602-266-0707 ckamin@azchildren.org Dana Naimark Deputy Director, Children's Action Alliance 602-266-0707 dnaimark@azchildren.org Arkansas Kathy Stegall Program Coordinator, Division of Child Care and Early Childhood Education 501-682-4893 kathy.stegall@arkansas.gov California Patricia Skelton Director of Research & Evaluation, First 5 California Children and Families Commission 916-324-7084 pskelton@ccfc.ca.gov Colorado Bruce Atchison Executive Director, Colorado Children's Campaign 303-839-1580 bruce@coloradokids.org Chris Watney 303-839-1580 chris@coloradokids.org Connecticut Sue Wilson Director, Early Childhood DataCONNections 860-679-1524 swilson@uchc.edu Kansas Jim Redmon Interim Executive Director, Children's Cabinet and Trust Fund 785-368-7044 jrr@srskansas.org Kentucky Kim Townley, Ph.D. Director, Division of Early Childhood KY Department of Education 502-564-8341 ktownley@kde.state.ky.us Maine Jaci Holmes Federal Liasion/Early Childhood Consultant ME Department of Education 207-624-6669 jaci.holmes@state.me.us Massachusetts Phil Baimas Director of Special Projects, Office of Child Care Services 617-988-6600 phil.baimas@state.ma.us Missouri Doris Hallford Deputy Director, MO Department of Social Services, Children's Division 573-751-6793 doris.hallford@dss.mo.gov New Hampshire Ellen Shemitz President, Children's Alliance of New Hampshire 603-225-2264 eshemitz@childrennh.org Celina Hurley Program Associate, Children's Alliance of New Hampshire 603-225-2264 churley@childrennh.org New Jersey Cecilia Zalkind Executive Director, Association for Children of New Jersey 973-643-3876 czalkind@acnj.org Ohio Sandra Miller Director, Early Childhood Education OH Department of Education 614-466-0224 sandy.miller@ode.state.oh.us Rhode Island Elizabeth Burke Bryant Executive Director, Rhode Island KIDS COUNT 401-351-9400,ext.12 ebb@rikidscount.org Vermont Cheryl Mitchell Research Professor University of Vermont 802-656-8559 cheryl.mitchell@uvm.edu Virginia Suzanne Clark Johnson President Voices for Virginia's Children 804-649-0184, ext. 26 suzanne@vakids.org Cynthia Jones Policy Director for Early Childhood Voices for Virginia's Children 804-649-0184 cynthia@vakids.org Wisconsin Martha Cranley WisKids Count Coordinator, Wisconsin Council on Children and Families 608-284-0580, ext. 321 mcranley@wccf.org

© 2005, School Readiness Indicators Initiative
One Union Station Providence, RI 02903 401.351.9400 fax 401.351.1758
If you have a question or comment about this website, please contact us.

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