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.

 







Our first National Meeting was held October 22 - 24, 2001 in Newport, Rhode Island. The objectives of the meeting were:

  • To explore how to best use child development research to make more informed policy and program decisions within states.
  • To consider a set of school readiness indicators that reflect child outcomes (physical health, social and emotional development, and cognitive skills) as well as systems outcomes (state policies and programs that affect young children and families).
  • To identify ways that child well-being indicators can be used to shape a policy agenda that improves outcomes for children and families.
  • To share strategies for communicating with policymakers, community leaders, and the public in order to improve child well-being in states and communities.

       

© 2005, School Readiness Indicators Initiative
One Union Station Providence, RI 02903 401.351.9400 fax 401.351.1758
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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