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. 

 







SECOND NATIONAL MEETING: RESOURCES

America's Kindergartners: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, Fall 1998 (December 2000). Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics.

Click here to download this publication.



Children's Reading and Mathematics Achievement in Kindergarten and First Grade (March 2002). Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics.

Click here to download this publication.



The Condition of Education 2001 in Brief (September 2001). Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics.

Click here to download this publication.



Entering Kindergarten: A Portrait of American Children When They Begin School in The Condition of Education 2000 (2000). Washington, DC: National Center for Education Statistics.

Click here to download this publication.



The Kindergarten Year: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (December 2000). Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics.

Click here to download this publication.



Set for Success: Building a Strong Foundation for School Readiness Based on the Social-Emotional Development of Young Children (2002). Kansas City, MO: the Ewing Marion Kauffman Foundation.

Click here to download this publication.
       

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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