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.

 







 

A WisKIDS COUNT Special Report: Children's Mental Health, From Parenting to Policy Making (2002).  Wisconsin Council on Children and Families.  Click here to read this publication.

2003 WisKids Count Book.  Click here to view this publication.

Click here to view Wisconsin's Early Learning Standards (October 2003).

 
 

       

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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