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. 

 







FIRST NATIONAL MEETING: 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 a Better System of Child and Family Indicators (1999). Washington, DC: Child Trends.

Click here to download this publication (.pdf format).

Building Their Futures: How Early Head Start Programs Are Enhancing the Lives of Infants and Toddlers in Low-Income Families, Summary Report (January 2001). Washington, DC: Administration on Children, Youth and Families, Department of Health and Human Services.

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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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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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Handbook of Early Childhood Intervention, Second Edition (2000). Cambridge, UK: Jack P. Shonkoff and Samuel Meisels eds., Cambridge University Press.

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An Investment in Our Future: A Shared Vision for School Readiness in Kansas (September 2001) Topeka, KS: The Kansas Children's Cabinet and Trust Fund.

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Principles and Recommendations for Early Childhood Assessments (February 1998). Washington, DC: Lorrie Shepard, Sharon Lynn Kagan and Emily Wurtz eds., Goal 1 Childhood Assessments Resource Group of the National Education Goals Panel.

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Progress and Prospects in the Development of Indicators of School Readiness (June 2001). Bethesda, MD: Martha Zaslow, Mairead Reidy, Martha Moorehouse, Tamara Halle, Julia Calkins and Nancy Geyelin Margie, National Institutes of Health.

Unavailable online.


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 Schools (February 1998). Washington, DC: Rima Shore, Goal 1 Childhood Assessments Resource Group of the National Education Goals Panel.

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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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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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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