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.
Reading- Young Children's Achievements and Classroom Experiences (July 2003); The National Center for Education Statistics.
Fostering Language and Literacy in Classrooms and Homes (March 2002). In Young Children vol. 57 no. 2; National Association for the Education of Young Children.
Click here to order this publication.
Children's Reading and Mathematics Achievement in Kindergarten and First Grade (March 2002); National Center for Education Statistics.
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
