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.



Highlights of the State
We reformed the child care subsidy program, raising rates for licensed care, accredited programs and children with special needs. The program is more family and provider friendly.

Policy Issues
 Higher rates/funding for pre-K and state-funded centers.
 Maintenance or expansion of funding and eligibility in state child care subsidy program.
 Compensation and training initiatives for caregivers.
 Consultation on health, mental health, education and disabilities for childcare providers.
 Changing licensors' relationship to childcare providers.

Statutory Children's Cabinet
The Commission on Children
The Commission on Children was founded in 1985 by an act of the Connecticut Legislature. This bipartisan commission works to oversee matters concerning children and youth. The Commission brings representatives from the legislative, executive and judicial branches of government together with the private sector to promote public policies in children's best interest. Both public and private sector representatives serve on the commission.

Mandates include:
 assessing and coordinating state programs affecting children;
 annually reviewing the statutes concerning children and report findings to the Governor and Legislature;
meeting with representatives of the executive and judicial branches to review their respective responsibilities and to receive recommendations for study;
meeting with private providers of services to children, foster parents and support groups to understand their concerns and to receive recommendations for study;
receiving legislative request for study;
enlisting the support of the leaders of the business and education communities, state and local governments and the media to improve the daily delivery system; state budget process and state polices concerning children; and
serving as a liaison between government and private groups concerned with children.

Connecticut School Readiness Report
Access Keeping Children on the Path to School Success: How is Connecticut Doing? by clicking on the following link:

Access Early Childhood Town Data Profiles by clicking on the following link:

Click here to view the press release for the formal release of Connecticut's School Readiness report.

Frances Duran of the Child Health and Development Institute of Connecticut, presented on the findings in Connecticut's School Readiness Report at its release event in September.  Click here to view and download this Power Point presentation.





© 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