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.

Schools can improve the readiness of young children by making connections with local child care providers and preschools by creating policies that ensure smooth transitions to kindergarten.  Schools must be ready to address the diverse needs of the children and families in their community and be committed to the success of every child. 




This meeting is the fourth in a series of small work sessions to help states make accelerated prgress in selecting and/or developing school readiness indicators in priority areas.  Participants include data and policy staff from state departments including Education, Health, Human Services and Governor's Offices as well as state school readiness team members from child policy organizations, universities, Early Intervention programs, Head Start and Early Head Start.  The Roundtable will focus on school readiness indicators for children fom birth to age three.  The Roundtable will define and select indicators relating to a broad array of child outcomes as well as family and community supports and services.

Meeting Objectives:

  • Identify issues that are critical to the development of children from birth to age three, including family environment, community conditions, child characteristics and service systems for young children and their families.
  • Consider a set of school readiness indicators that reflect child outcomes (physical well-being, social and emotional development, language and literacy and cognitive development of infants and toddlers) as well as systems outcomes (disparities in access to services, state policies and programs that affect young children and families).
  • Select priority indicators to track progress in supporting the development of young children from birth to age three.
  • Identify potential data sources of children's school readiness from birth to age three.





© 2005, School Readiness Indicators Initiative
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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