Bibliography of Citations from the ERIC Database
ERIC database search through September 2002

School Readiness: Other Items of Interest

ERIC Documents

How to Obtain ERIC documents and journal articles

ED463064 PS030191
Title: Bringing It Together: State-Driven Community Early Childhood Initiatives.
Author(s) Miller, Laurie; Melaville, Atelia; Blank, Helen
Author Affiliation: Children's Defense Fund, Washington, DC.(BBB13369)
Pages: 150
Publication Date: 2002
Sponsoring Agency: A.L. Mailman Family Foundation, Inc. (BBB24207)@Ford Foundation, New York, NY. (QPX27000)@Annie E. Casey Foundation, Baltimore, MD. (BBB32721)@Booth Ferris Foundation, New York, NY. (BBB35866)@Citigroup Foundation, New York, NY. (BBB35865)@Prudential Foundation, Newark, NJ. (BBB18809)@Mott (C.S.) Foundation, Flint, MI. (BBB04331)
Available from: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
Availability: Children's Defense Fund, 25 E Street, N.W., Washington, DC 20001. Tel: 202-628-8787; Web site: http://www.childrensdefense.org.
Language: English
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIESEP2002

One of a series concerning state policies and practices in child care and early education, this report profiles state-driven comprehensive early childhood
initiatives designed to create state and local partnerships that share power and responsibility while promoting local decision-making autonomy in spending resources to improve services for children and families with the end result of improving school readiness. The focus of the report is on the experiences of nine states with comprehensive initiatives involving children up to age five and their families and that have some funding for implementation. The states are: California, Colorado, Florida, Iowa, Kansas, Kentucky, Massachusetts, North Carolina, and South Carolina. Chapter 1 provides an overview of each initiative. Chapter 2 details potential benefits and hazards of the initiatives. Chapter 3 presents a blueprint for state-driven local initiatives, while chapters 4 through 10 detail the components common to effective planning initiatives: (1) creating a strong state governance; (2) establishing clear guidelines for local councils; (3) building broad constituencies across sectors; (4) investing adequate resources and developing flexible spending policies; (5) identifying and supporting local capacity; (6) linking planning to accountability; and (7) understanding the uses and limits of evaluation. Chapter 11 concludes that in order to succeed, comprehensive early childhood initiatives must be built on a stable foundation secured with new state funding, a clear vision and strong leadership, and reasonable expectations. The report's four appendices include descriptions of allowable uses of state initiative funds and provide resource and contact information. (Contains 26 endnotes and a list of related publications.) (KB)

Descriptors: *Agency Cooperation; *Change Strategies; *Day Care; *Partnerships in Education; Preschool Education; Program Descriptions; Public Agencies; Public Policy; *School Readiness
Identifiers: *State Policy

ED463060 PS030186
Title: Children Entering School Ready To Learn: School Readiness Baseline Information, School Year 2001-02 by State and County.
Author Affiliation: Maryland State Dept. of Education, Baltimore.(LYR45900)
Pages: 161
Publication Date: February 2002
Notes: For the 2000-01 Preliminary Report, see ED 450 920.
Available from: EDRS Price MF01/PC07 Plus Postage.
Availability: Maryland State Department of Education, 200 West Baltimore St., Baltimore, MD 21201. Tel: 410-767-0100.
Language: English
Document Type: Numerical/Quantitative Data (110); Reports--Descriptive (141)
Geographic Source: U.S.; Maryland
Journal Announcement: RIESEP2002
Government Level: State

As part of its efforts to improve services for children, birth to age five, the Maryland Joint Committee on Children, Youth, and Families charged the State Department of Education with identifying and implementing, by school year 2000-01, an early childhood assessment system that provides baseline information on children entering kindergarten. This report provides state- and county-level school baseline information for school year 2001-02, the first year that all kindergartners in Maryland were rated on their readiness for school. The Work Sampling System (WSS) was used to assess kindergarteners' skills in seven curricular domains: social and personal development, language and literacy, mathematical thinking, scientific thinking, social studies, the arts, and physical development and health. The report notes that 49 percent of entering kindergarten students were rated by their teachers as fully ready for kindergarten work. Forty-four percent were at the "approaching readiness" level and seven percent of students were in the "developing readiness" category. School readiness was related to race/ethnicity, gender, prior early care, special education status, limited English proficiency status, and family economic status. The report includes recommendations for using the baseline information, answers to frequently asked questions, and examples of skills, behaviors, and knowledge indicating full school readiness in each domain. The bulk of the report is presented in three appendices providing descriptions of the 30 WSS indicators, county-level data on selected WSS performance indicators, and county- and state-level information on differences by gender, race/ethnicity, experience in prior care, special education status, English proficiency, and family economic status. (KB)

Descriptors: Child Development; Child Health; Childrens Art; Comparative Analysis; Counties; Early Experience; Emergent Literacy; *Kindergarten Children; Language Skills; *Learning Readiness; Limited English Speaking; Physical Development; Preschool Education; Racial Differences; *School Readiness; Sex Differences; Social Development; Social Differences; Social Studies; Special Needs Students; *State Standards
Identifiers: Ethnic Differences; *Maryland; Mathematical Thinking; Scientific Thinking

ED459909 PS029968
Title: Early To Rise: Improving the School Readiness of Philadelphia's Young Children. A Report of the Improving School Readiness Project {with} Executive Summary.
Author Affiliation: United Way of Southeastern Pennsylvania, Philadelphia.(BBB36890); Philadelphia School District, PA.(SYN72605)
Pages: 94
Publication Date: November 2001
Notes: Also produced by the City of Philadelphia.
Sponsoring Agency: Annenberg Foundation, St. Davids, PA. (BBB31120)@Carnegie Corp. of New York, NY. (QPX12280)@William Penn Foundation, Philadelphia, PA. (BBB32113)
Available from: EDRS Price MF01/PC04 Plus Postage.
Availability: United Way of Southeastern Pennsylvania, 7 Benjamin Franklin Parkway, Philadelphia, PA 19103. Tel: 215-665-2446; Fax: 215-665-2531; Web site: http://www.uwsepa@uwsepa.org.
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; Pennsylvania

Noting that over half of Philadelphia's public school students score in the bottom quarter in standardized mathematics and reading tests, the United Way of Southeastern Pennsylvania, in cooperation with the City of Philadelphia and School District of Philadelphia, conducted a year-long planning process to craft an action plan. The planning process involved original research, community engagement, and extensive information gathering. This report details the resulting action plan and summarizes research commissioned for the project. Part 1, "Why School Readiness Is a Critical Issue," defines school readiness and details an approach to improving school readiness. Part 2, "The Philadelphia Story: An Assessment of Services and Need," identifies areas of success in meeting the needs of young children and their families as well as gaps in providing high quality readiness services. Part 3, "A Vision for Improving School Readiness: Recommendations" details recommendations in five areas: early care and education; health care; public engagement of parents; parent involvement, education, and support; and systems coordination. For each recommendation, possible strategies are delineated, costs are estimated, and community responsibility outlined. Part 4, "Summaries of Research Commissioned for the Project," presents findings of studies of child care quality in Philadelphia, parenting education and support, and a survey of Philadelphia families regarding their use and need for early care and education, health care, and parenting education and support services. Part 5 concludes the report with a series of maps showing the locations of services in various sections of Philadelphia; this part also lists acknowledgements. (Contains 41 endnotes.) (KB)

Descriptors: *Change Strategies; *Child Health; Childhood Needs; Community Responsibility; Day Care; Delivery Systems; Early Childhood Education; *Early Intervention; *Educational Planning; Health Services; Learning Readiness; Parent Attitudes; Parent Education; Program Descriptions; *School Readiness; *Young Children
Identifiers: Day Care Quality; *Pennsylvania (Philadelphia)

ED458939 PS029884
Title: Children Entering School Ready To Learn: School Readiness Baseline Information. Final Report. School Year 2000-01 by State and County.
Author Affiliation: Maryland State Dept. of Education, Baltimore.(LYR45900)
Pages: 116
Publication Date: June 2001
Notes: For the preliminary report, see ED 450 920.
Available from: EDRS Price MF01/PC05 Plus Postage.
Document Type: Numerical/Quantitative Data (110); Reports--Descriptive (141)
Geographic Source: U.S.; Maryland
Government Level: State

In order to better establish baseline information on the social, physical, linguistic, and cognitive skills of children entering Maryland kindergartens, the state selected the Work Sampling System (WSS), a component of the Maryland Model for School Readiness, as the early childhood assessment system for evaluating entering kindergartners' skills in seven curricular domains. This report provides detailed baseline information on 28 of the 67 WSS performance indicators from a randomized sample of 30 percent of the kindergarten students in each county collected by their teachers during the first few weeks of the 2000-01 school year. The information is reported in aggregated and disaggregated form for the state and the 24 counties. The domains assessed by the WSS are: (1) social and personal development; (2) language and literacy; (3) mathematical thinking; (4) scientific thinking; (5) social studies; (6) the arts; and (7) physical development. Findings indicated that 40 percent of entering kindergarten students were rated by their teachers as fully ready for kindergarten work. Fifty percent needed targeted support to meet kindergarten expectations, and 10 percent needed considerable support to do kindergarten work successfully. In general, girls were more ready for kindergarten work than were boys. In addition, the report provides information about the rationale for using WSS for reporting baseline information as well as data collection and reporting procedures. Three appendices include the selected indicators from the WSS kindergarten checklist, state and county data, and a table delineating the number of participating teachers and students from each county. (KB)

Descriptors: Comparative Analysis; Counties; Disabilities; Kindergarten; *Kindergarten Children; Learning Readiness; Primary Education; Program Evaluation; *School Readiness; *School Readiness Tests; Sex Differences
Identifiers: *Maryland; Work Sampling System (Meisels)

ED457998 PS029841
Title: A Review of the Literature Regarding the Developmental View of Early School Failure and Its Lack of Supporting Empirical Evidence.
Author(s) Mullady, Mary Ann
Pages: 18
Publication Date: July 2001
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Information Analysis (070); Opinion papers (120)
Geographic Source: U.S.; New Jersey

While some educators have attributed early school failure to improper grade placement and thus advocate grade placement according to developmental age, others believe that early school failure is due to the lack of academic preparation for young children by their parents or by preschools. This paper examines related literature for empirical evidence to support the developmental view of early school failure, exploring the history of developmental education as applied to school readiness and the use and effectiveness of developmental screening. The paper argues that research on developmental placement is not completely credible for three reasons. First, ambiguity in the definition of readiness used by researchers and educators reveals two different constructs of readiness: learning readiness, accepted by child development theorists, and school readiness, more focused on academic skills. Second, school districts with developmental transition programs in place fail to conduct meaningful longitudinal studies. Third, the validity of assessment tools for developmental age has been questioned. The paper concludes by asserting that more consistent and meaningful research is needed in connection with developmental placement and school readiness. (Contains 18 references.) (KB)

Descriptors: *Academic Failure; Child Development; Definitions; Early Childhood Education; *High Risk Students; *Learning Readiness; Literature Reviews; *School Readiness; Screening Tests; Theories; Transitional Programs; *Young Children

ED457757 HE034412
Title: Reporting on College Readiness: Information That Connects Colleges and Schools. College Readiness Series.
Author(s) Creech, Joseph D.
Author Affiliation: Southern Regional Education Board, Atlanta, GA.(IEE81377)
Pages: 19
Publication Date: 2001
Sponsoring Agency: Department of Education, Washington, DC. (EDD00001)
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: Southern Regional Education Board, 592 10th St., N.W., Atlanta, GA 30318 ($2.50 handling fee). Tel: 404-875-9211; Web site: http://www.sreb.org.
Language: English
Document Type: Opinion papers (120); Reports--Descriptive (141)
Geographic Source: U.S.; Georgia
Journal Announcement: RIEMAR2002

Most colleges and high schools in states served by the Southern Regional Education Board (SREB) have reports each year on how high school graduates perform as college freshmen. These reports can help college faculty and high school teachers work together to improve student learning in college preparatory courses, and the information in the reports can help students and parents see the value of coursework preparing students for college. SREB states differ in their method of gathering and reporting information, the kind of information they report, and the level of detail in the reports. The systems do have some things in common. Most reports show how many high school graduates enroll in college and how the college attendance patterns of graduates from one high school compare with those of graduates from other schools statewide. Reports also indicate how well high school graduates are prepared and how many have advanced standing or need remedial work. Schools can sue the information to strengthen connections between high schools and colleges and to increase awareness of what students should know and be able to do. This paper describes several examples of the kinds of reports states provide, focusing on the program in Oklahoma, which goes beyond basic reporting to connect planning and academic and career guidance with instructional support for students and professional development for teachers. The example of Oklahoma shows how it is possible to use information about high school graduates as a steppingstone to more effective partnerships and programs to improve students' preparation for college. (SLD)

Descriptors: *Academic Achievement; *College Freshmen; College Preparation; *High School Graduates; High Schools; Higher Education; Information Dissemination; *School Readiness
Identifiers: Southern Regional Education Board

ED454993 PS029629
Title: Estados unidos puede tomar la delantera en la educacion: 50 consejos utiles (The United States Can Take the Lead in Education: 50 Suggestions).
Author Affiliation: Education Excellence Partnership, Washington, DC.(BBB32604)
Pages: 21
Publication Date: 2000
Notes: Additional funding from Mercer Management Consulting, The MCI Foundation, and Young & Rubicam, Inc. For English related document, see ED 382 312.
Sponsoring Agency: Annie E. Casey Foundation, Baltimore, MD. (BBB32721)@Pew Charitable Trusts, Philadelphia, PA. (BBB28123)
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: Education Excellence Partnership, 1615 L Street, NW, Suite 1100, Washington, DC 20036.
Language: Spanish
Document Type: Guides--Non-classroom (055)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEDEC2001
Target Audience: Community; Parents; Practitioners

The Spanish-language booklet lists ways that parents, employers, teachers, administrators, principals, and grandparents, neighbors, and concerned citizens can help America reach the National Educational Goals. First, the booklet summarizes the National Education Goals in the areas of school readiness; school completion; student achievement and citizenship; mathematics and science education; safe, disciplined, and alcohol and drug-free schools; teacher education and professional development; and parent involvement. Next, 19 specific activities for parents are listed in the areas of "Get Everyone in the Habit of Reading," "Expect Hard Work," "Maintain High Expectations," and "Expect Learning To Be a Round-the-Clock Endeavor." The booklet then lists nine ways that employers can support education under the headings, "Expect Good Students To Make Better Workers," "Promote Parent Involvement in the Education of Their Children," and "Encourage High Expectations from Schools and Students." The 12 recommendations for teachers, administrators, and principals fall in the categories of "Expect More of Staff, Parents, and Students"; "Expect Everyone To Get into the Act"; and "Be a Part of a Teaching Community." Finally, the booklet recommends 10 ways in which grandparents, neighbors, and concerned citizens can raise the expectations of children, parents, and school officials. (HTH)

Descriptors: *Academic Standards; Administrators; Educational Attitudes; *Educational Improvement; *Educational Objectives; Elementary Secondary Education;
Employers; *Parents as Teachers; Preschool Education; *School Readiness
Identifiers: Goals 2000

ED453964 PS029551
Title: Early Development and Learning from the Perspective of Addressing Barriers. An Introductory Packet.
Author Affiliation: California Univ., Los Angeles. Center for Mental Health in Schools.(BBB35263)
Pages: 158
Publication Date: May 2001
Sponsoring Agency: Health Resources and Services Administration (DHHS/PHS), Washington, DC. Maternal and Child Health Bureau. (BBB32080)@Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Mental Health Services. (BBB31380)
Contract No: U93-MC-00175
Available from: EDRS Price MF01/PC07 Plus Postage.
Availability: School Mental Health Project/Center for Mental Health in Schools, Box 951563, Dept. of Psychology, Los Angeles, CA 90095-1563. Tel: 310-825-3634; Web site: http://smhp.psych.ucla.edu.
Document Type: Information Analysis (070)
Geographic Source: U.S.; California

This introductory packet discusses early development and learning, and summarizes the research base for early childhood interventions. The packet also examines implications for school readiness, identifies good practice to promote healthy early development and address barriers, and presents resources and references. The packet's introductory section highlights a perspective for addressing barriers to learning; this perspective stresses the importance of developing a continuum of interventions that comprise a comprehensive, multifaceted, and cohesive approach. Section 2 of the packet details the burgeoning interest in infant and child development, identifies developmental milestones, and discusses the importance of screening for problems. Section 3 outlines key lessons related to early experience and brain development for parents and child caregivers. Section 4 summarizes the research base for early childhood interventions, including risk and protective factors for young children and the studies examining the impact of early childhood programs. Section 5 examines implications of research on intervention effects for school readiness, discussing the concept of school readiness, the potential of families for promoting readiness, Head Start, and school involvement in early childhood. Section 6 highlights guidelines and principles for good practices to promote healthy development, identifies specific models and programs, and discusses policies and initiatives to promote child development. Section 7 presents resources and references in the areas of: (1) early child development; (2) brain development; (3) early childhood mental health research and programs; (4) early childhood education and child care; (5) parenting; (6) resources available through ERIC; (7) related agencies and organizations; and (8) materials developed by the Mental Health in Schools Training and Technical Assistance Center. Most sections contain references. (KB)

Descriptors: Annotated Bibliographies; At Risk Persons; Brain; *Child Development; Cognitive Development; Early Childhood Education; *Early Intervention; Low Income Groups; *Mental Health; Outcomes of Education; Preschool Evaluation; Program Descriptions; Public Policy; *School Readiness; *Young Children
Identifiers: Brain Development

ED450920 PS029262
Title: Children Entering School Ready To Learn: School Readiness Baseline Information. Preliminary Report, School Year 2000-01.
Author Affiliation: Maryland State Dept. of Education, Baltimore.(LYR45900)
Pages: 117
Publication Date: February 26, 2001
Available from: EDRS Price MF01/PC05 Plus Postage.
Document Type: Numerical/Quantitative Data (110); Reports--Descriptive (141)
Geographic Source: U.S.; Maryland
Government Level: State

In order to better establish baseline information on the social, physical, linguistic, and cognitive skills of children entering Maryland kindergartens, the state selected the Work Sampling System (WSS), a component of the Maryland Model for School Readiness, as the early childhood assessment system for evaluating entering kindergartners' skills in seven curricular domains. This report provides detailed baseline information on 28 of the 67 WSS performance indicators from a randomized sample of 30 percent of the kindergarten students in each county collected by their teachers during the first few weeks of the 2000-01 school year. The domains assessed by the WSS are: (1) social and personal development; (2) language and literacy; (3) mathematical thinking; (4) scientific thinking; (5) social studies; (6) the arts; and (7) physical development. Findings indicated that 40 percent of entering kindergarten students were rated by their teachers as fully ready for kindergarten work. Fifty percent needed targeted support to meet kindergarten expectations, and 10 percent needed considerable support to do kindergarten work successfully. Most of the support was in language development, mathematical and scientific thinking, and social studies. Girls scored higher than boys in all domains, with smaller gaps in mathematical and scientific thinking. Nearly 27 percent of children with disabilities were fully ready for kindergarten at entry, compared to 41 percent of children with no disabilities. The disaggregation of WSS data for ethnicity and prior early care and education experience was adversely influenced by several data collection and coding errors. The report's three appendices include a list of the selected WSS performance indicators, and county and selected city data. (KB)

Descriptors: Comparative Analysis; Disabilities; *Kindergarten; *Kindergarten Children; Learning Readiness; Primary Education; *School Readiness; *School Readiness Tests; Sex Differences
Identifiers: Maryland; Work Sampling System (Meisels)

ED448923 PS029152
Title: Helping Preschool Teachers Implement Developmentally Appropriate Child Care Practices Utilizing a 4-Point Strategy To Prepare Preschoolers for Kindergarten Readiness.
Author(s) Kirshenbaum, Karen
Pages: 82
Publication Date: 2000
Notes: Doctor of Education Practicum II Report, Nova Southeastern University.
Available from: EDRS Price MF01/PC04 Plus Postage.
Language: English
Document Type: Dissertations/Theses--Practicum papers (043)
Geographic Source: U.S.; Colorado
Journal Announcement: RIEJUN2001

Noting that many early childhood practitioners have difficulty understanding and articulating how developmentally appropriate practices in their programs contribute to students' kindergarten readiness, this report details the implementation and evaluation of practicum experiences designed to improve preschool teachers' developmentally appropriate practices (DAP) so they could better prepare preschoolers for kindergarten readiness. Participating were 20 teachers at a military child development center in the western United States. The following practicum experiences were implemented by the training and curriculum specialist: (1) six teacher training sessions on child development and other areas; (2) parent-education opportunities; (3) bimonthly classroom visits; and (4) evaluation of classroom environments. Expected outcomes for the teachers related to providing children with DAP, arranging the classroom environments to meet children's interests and needs, explaining to others and demonstrating DAP, as well as including parent participation activities in the curriculum and explaining to parents how their participation promotes their children's development. Analysis of the data revealed that with the use of training sessions, parent-involvement opportunities, classroom-environment evaluations, and classroom visits, preschool teachers were able to prepare the students for kindergarten. The practicum report concludes with recommendations for improving DAP in the preschool classroom and plans for dissemination. Six appendices include the Kindergarten Readiness Questionnaire, classroom observation instrument, a resource list, and the Kindergarten Readiness Parent Handbook. (Contains 47 references.) (KB)

Descriptors: Change Strategies; Classroom Environment; *Classroom Techniques; Day Care; *Developmentally Appropriate Practices; Inservice Teacher Education; Parent Participation; *Parent School Relationship; Preschool Children; Preschool Curriculum; Preschool Education; *Preschool Teachers; Program Effectiveness; *School Readiness; *Teacher Improvement; Teacher Student Relationship; Teaching Methods

ED448899 PS029124
Title: Entering Kindergarten: A Portrait of American Children When They Begin School. Findings from the Condition of Education, 2000.
Author(s) Zill, Nicholas; West, Jerry
Author Affiliation: National Center for Education Statistics (ED), Washington, DC.(EDD00004)
Pages: 39
Publication Date: January 2001
Report No: NCES-2001-035
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 877-433-7827 (Toll Free); Web site: (Home page) http://www.nces.ed.gov; Web site: (Electronic Catalog) http://www.nces.ed.gov/pubsearch/indes.asp
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; District of Columbia
Government Level: Federal

With the launch of the U.S. Department of Education's Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, measures of knowledge, skills, health, and behavior of a large and nationally representative sample of American Kindergartners are available. Drawing on data from the study, this report provides a portrait of kindergarten children in the areas of reading, mathematics, and general knowledge, as well as noncognitive aspects of school readiness. The report details: (1) what a typical child knows at school entry; (2) what the typical child's health and behavior are like at school entry; (3) what factors help account for variations in knowledge, health, and behavior at school entry; (4) what sex-related differences in school readiness exist for kindergartners; (5) what family background characteristics affect children's skills and knowledge; and (6) how risk factors affect noncognitive aspects of school readiness. Among the findings are the following: (1) most children know their letters and can count more than 10 objects; (2) most are in very good to excellent health, though some experience developmental difficulties; (3) most are reasonably well behaved and exhibit a positive approach to classroom tasks; (4) some have advanced skills while others lag behind; (5) age is a factor in variations in knowledge, health, and behavior; (6) girls and boys have similar skills, although girls are slightly ahead in reading; (7) more boys experience developmental difficulties; (8) girls are more prosocial and less prone to problem behavior; (9) nearly half of all entering kindergartners come from families with one or more risk factors in the areas of parental education, socioeconomic status, and family structure; (10) minority children are more likely to be at risk; (11) risk factors are linked to poorer child health; (12) at-risk children are less likely to be socially adept and more likely to be aggressive; and (13) fewer at-risk children have a positive attitude toward learning activities. (Contains 40 references.) (HTH)

Descriptors: Age Differences; *At Risk Persons; Child Health; Family Environment; High Risk Students; *Kindergarten; *Kindergarten Children; *Knowledge Level; Learning Readiness; Longitudinal Studies; Primary Education; *School Readiness; Sex Differences; Student Attitudes; Student Behavior
Identifiers: Early Childhood Longitudinal Survey

ED447951 PS029060
Title: Academic Redshirting and Young Children. ERIC Digest.
Author(s) Katz, Lilian G.
Author Affiliation: ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL.(BBB34257)
Pages: 3
Publication Date: November 2000
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)
Contract No: ED-99-CO-0020
Report No: EDO-PS-00-13
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: ERIC product (071); ERIC digests in full text (073)
Geographic Source: U.S.; Illinois
Journal Announcement: RIEMAY2001

Academic redshirting, the practice of postponing a child's entry into kindergarten, is intended to give a child an extra year to become ready for school, an especially important goal given the increasing academic demands of early elementary years. This digest presents information about the incidence of redshirting, and summarizes some of the findings of studies on the practice. The digest notes that research has yet to provide a clear picture of the short- and long-term effects of redshirting, but some recent evidence suggests a mixture of positive and negative potential effects. Findings are mostly positive for the individual child in the short term, but seem to be increasingly negative in the long term, though none are conclusive. In light of its potential long-term effects, the digest provides 10 suggestions for parents to consider before making the decision to redshirt, including soliciting views from the child's preschool teacher about his or her readiness for kindergarten; finding out more about the nature and structure of the kindergarten class; and asking the kindergarten teacher what can be done at home to help the child reach the same skill level of upcoming classmates. (Contains 11 references.) (OBR)

Descriptors: *Academic Achievement; Kindergarten; *Kindergarten Children; Literature Reviews; Primary Education; *School Entrance Age; *School Readiness; *Student Placement
Identifiers: *Academic Redshirting; ERIC Digests; Research Synthesis

ED447922 PS029019
Title: Of Primary Interest, 1999-2000.
Author(s) Fielden, Frank, Ed.
Author Affiliation: National Association of Early Childhood Specialists in State Departments of Education.(BBB25995)
Source: Of Primary Interest, v7 n1-4 Win 1999-Fall 2000 Pages: 18
Publication Date: 2000
Notes: For 1998-1999 issues, see ED 438 916. Published cooperatively with the Iowa Department of Education, Missouri Department of Elementary and Secondary Education, Montana Office of Public Instruction, Nebraska Department of Education, and the North Carolina Office of Public Instruction.
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: Colorado Department of Education, 201 East Colfax Avenue, Denver, CO 80203; Tel: 303-866-6674; Fax: 303-866-6857. For full text: http://ericps.crc.uiuc.edu/naecs/opi-nl.html.
Language: English
Document Type: Collected works--Serials (022)
Geographic Source: U.S.; Colorado
Journal Announcement: RIEMAY2001

This document is comprised of four consecutive issues (Winter 1999-Fall 2000) of a newsletter providing information on current research and practice to professionals teaching in the primary grades. The newsletter is published by the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE); participating states are Iowa, Missouri, Montana, Nebraska, and North Carolina. The winter 1999 issue contains articles on: (1) looping; (2) the impact of high-quality preschool child care on second-grade outcomes; and (3) second-grade literacy accomplishments. The spring 2000 issue contains articles on: (1) how the quality of child care affects children's success in primary grades; (2) social promotion; and (3) assessing a state's efforts to improve children's readiness for school. The summer-fall 2000 issue provides a position statement from the NAECS/SDE on unacceptable trends in kindergarten entry and placement. (EV)

Descriptors: Day Care Effects; Educational Practices; Educational Trends; Grade 2; *Kindergarten; Literacy; Looping (Teachers); Primary Education; *School Readiness; Social Promotion; Student Placement
Identifiers: Day Care Quality; *Looping (Teachers)

ED455964 PS029734
Title: Ready--Start--School! Nurturing and Guiding Your Child through Preschool & Kindergarten.
Author(s) Rief, Sandra F.
Pages: 240
Publication Date: 2001
ISBN: 0-7352-0299-0
Available from: Document Not Available from EDRS.
Availability: Prentice Hall Press, 240 Frisch Court, Paramus, NJ 07652 ($15). Tel: 201-909-6385; Fax: 201-909-6378; Web Site: http://www.phdirect.com.
Document Type: Book (010); Guides--Non-classroom (055)
Geographic Source: U.S.; New Jersey
Target Audience: Parents

Based on the view that the parent is a child's first and most important teacher, this book shows parents how to stimulate and encourage learning in reading and writing, language and communication, thinking and reasoning, plus promote good social and emotional behaviors and improve gross and fine motor skills. Part 1 of the book describes child development between 3 and 5 years of age, discusses the decision for on-time versus delayed kindergarten entry, and outlines general kindergarten readiness skills. Part 2 offers suggestions for creating a home learning environment where children feel confident. Part 3 provides advice on social, behavior, and discipline issues. Part 4 presents information on how children learn to read and suggestions for parents in assisting their children in learning to read. Part 5 describes ways parents can help their child become organized and ready for writing, mathematics, and homework. Part 6 offers suggestions for parents who suspect their child has a developmental delay or disability. Part 7 presents advice for parents regarding school readiness and related issues based on interviews with preschool and kindergarten teachers and directors. The book concludes with a list of other resources by the author. (KB)

Descriptors: Child Development; Child Rearing; Early Childhood Education; Emergent Literacy; Kindergarten; *Kindergarten Children; Learning Activities; *Learning Readiness; Parent Child Relationship; Parent Materials; *Parent Student Relationship; *Parents as Teachers; *Preschool Children; *School Readiness; Student Adjustment

ED459919 PS029987
Title: Sound Investments: Financial Support for Child Care Builds Workforce Capacity and Promotes School Readiness.
Author Affiliation: Southern Inst. on Children and Families, Columbia, SC.(BBB35189)
Pages: 168
Publication Date: December 2000
Notes: For the related action plan, see PS 029 986.
Sponsoring Agency: David and Lucile Packard Foundation, Los Altos, CA. (BBB31498)
Available from: EDRS Price MF01/PC07 Plus Postage.
Availability: Southern Institute on Children and Families, 500 Taylor Street, Suite 202, Columbia, SC 29201. Tel: 803-779-2607; Fax: 803-254-6301; Web site: http://www.kidsouth.org.
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; South Carolina

In 1999, the Southern Regional Task Force on Child Care, comprised of appointees from 16 southern states including Oklahoma and the mayor of the District of Columbia, with additional appointees from the other agencies, was formed with the charge of developing a plan to improve access to child care assistance for low-income families in the southern region. The task force received testimony from professionals, families, and representatives of the business communities, identified barriers that impede access to child care assistance for low-income families, and developed an action plan to improve access to financial aid for families needing and seeking assistance. This report presents the plan, along with supporting information. Chapter 1 describes the work of the task force. Chapter 2 discusses the reasons priority attention must be given to making quality child care more accessible and affordable for low-income families, including the positive effect child care can have on workforce capacity, the advantages availability of such care can bring to the welfare reform effort, and the financial support it can provide for early learning opportunities for children in low-income families. Chapter 3 presents an action plan setting forth 10 goals and 52 action steps to improve access to child care assistance. This chapter also includes descriptions of initiatives representing progress made by various states in addressing the goals. Chapter 4 describes planned activities for 2001 and beyond to promote implementation of the action plan goals and to address additional issues associated with improving access to quality child care. The report's appendix presents results of a survey detailing the state/federal subsidy system policies and procedures in each of 17 participating states. (Contains 56 endnotes.) (KB)

Descriptors: *Change Strategies; *Day Care; Early Childhood Education; *Financial Support; *Labor Force; *Public Policy; *School Readiness
Identifiers: Access to Services; Availability (Programs and Services); State Policy; *Subsidized Child Care Services; *United States (South)

ED454964 PS029586
Title: Off to Kindergarten: A Booklet for Parents, Caregivers, and Schools.
Pages: 23
Publication Date: December 2000
Notes: Prepared by the Transition to School Committee of the Vermont Early Childhood Work Group. Also supported by the Vermont Head Start-State Collaboration Project.
Sponsoring Agency: Vermont State Dept. of Education, Montpelier. (YMM91200)
Contract No: 90-CD-1170/01
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: Vermont Department of Education, 120 State Street, Montpelier, VT 05620. Tel: 802-828-3892; e-mail: jsquires@doe.state.vt.us.
Document Type: Guides--Non-classroom (055)
Geographic Source: U.S.; Vermont
Target Audience: Parents; Practitioners

Noting that kindergarten entry is a major milestone for all young children and their families and that this transition to school can set the tone for the child's future school experiences, this booklet was developed to promote communication and understanding among Vermont parents, caregivers, and schools to ensure that all children experience a smooth transition to kindergarten and have a positive school experience. The booklet contains explanations of what parents can expect when their child enters school and a glossary of common terms. The major part of the booklet is devoted to commonly asked questions about kindergarten, related to: (1) registration and screening; (2) kindergarten placement; (3) orientation; (4) school calendar and school day; (5) transportation; (6) the classroom teacher and curriculum; (7) parent involvement in school; and (8) unique accommodations. Space is provided for parents or caregivers to note additional questions or information to share with the school as they prepare children for kindergarten. Five appendices list: guiding concepts on transitions; the emotional foundations of school readiness; five dimensions of children's school readiness; provisions for children with unique accommodations; and books to share with children entering kindergarten. (KB)

Descriptors: Child Caregivers; Disabilities; *Kindergarten; *Kindergarten Children; Parent Materials; Parent Participation; *Parent School Relationship; Parents; Preschool Curriculum; Preschool Teachers; Primary Education; *School Readiness; School Registration; School Schedules; *Student Adjustment; Student Placement
Identifiers: Vermont

ED454953 PS029573
Title: Background for Community-Level Work on School Readiness: A Review of Definitions, Assessments, and Investment Strategies. Final Report to the Knight Foundation.
Author(s) Zaslow, Martha; Calkins, Julia; Halle, Tamara; Zaff, Jonathan; Margie, Nancy Geyelin
Author Affiliation: Child Trends, Inc., Washington, DC.(BBB23509)
Pages: 131
Publication Date: December 2000
Available from: EDRS Price MF01/PC06 Plus Postage.
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; District of Columbia

Noting that many communities in the United States have set the ambitious goal of enhancing school readiness, this report is intended to help communities invest wisely in school readiness initiatives. Part 1 of the report summarizes recommendations from the National Education Goals Panel (NEGP) for defining and assessing school readiness. The core conclusions are that: (1) school readiness is multifaceted; (2) family and community supports for readiness are essential to address in an assessment of readiness; and (3) school readiness is a reciprocal phenomenon. Key principles for appropriate assessment of young children are also summarized. Part 2 presents a framework for community investments based on an ecological view of child development. This framework is broader than that of the NEGP and considers factors related to the child's physical and mental health, the family context, children's experience of early childhood care and education settings, and the neighborhood context. A selective review of research is presented, emphasizing rigorously implemented experimental evaluations of intervention, longitudinal studies, and studies using multivariate analyses. Part 3 of the report delineates implications for community action and summarizes the most effective investments for school readiness, based on the review of research. Presented in tabular form, the summary identifies the level at which intervention might occur, starting at the level of the child and working outward to community-level factors and beyond. Interventions with significant impacts on school readiness are summarized, with information on interventions shown to be ineffective, as well as interventions with mixed results. Interventions that are theoretically important but without empirical evidence of their effectiveness are also summarized. The areas of intervention are: (1) child health (immunizations, nutrition, unintentional injury, lead exposure, dental health, emotional and behavioral problems); (2) family factors (economic risk, family structure, home environment); (3) early childhood care and education; (4) school transitional practices; (5) emergent literacy; (6) community/neighborhood factors; and (7) media effects. (Contains 256 references.) (KB)

Descriptors: At Risk Persons; Child Behavior; Child Development; Child Health; *Community Role; Day Care; *Definitions; Early Childhood Education; Early Experience; Family Influence; *Learning Readiness; Literature Reviews; Models; School Community Programs; *School Readiness; *Student Evaluation; *Young Children
Identifiers: Ecological Perspective; *Goals 2000; Risk Factors

ED447952 PS029061
Title: Early Childhood Development and School Readiness: Some Observations about "Homework" for New Century Working Parents.
Author(s) Slaughter-Defoe, Diana T.
Pages: 25
Publication Date: September 22, 2000
Notes: Paper presented at the Annual Meeting of the Voices for Illinois Conference (Chicago, IL, September 22, 2000).
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Opinion papers (120); Speeches/meeting papers (150)
Geographic Source: U.S.; Pennsylvania

This keynote address examines the relationship between early childhood development and school readiness. The address begins with basic statistical data indicative of the well-being of children in Pennsylvania and Illinois and maintains that advocacy embracing and encouraging interdisciplinary professional collaboration for supporting and empowering parents is needed in both states. The address further discusses the relationship between early childhood development and school readiness, focusing on the contribution of the family home environment to young children's academic and social skills. It is noted that research since the 1960s has affirmed the importance of early parent-child relationships to children's school readiness. Increased collaboration since the 1960s has led to an improved understanding of the interconnections between a young child's physical and psychological status at home, in the family, and performance in the primary grades at school. The recent expansion of Head Start services allows educators to reach more children in poverty prior to school entry than ever before. However, the address argues, parents must be empowered to feel full responsibility for their children's literacy development and school readiness, and to use the skill and knowledge of teachers and others to make their responsibility concrete. It is asserted that it is time for African American parents to assume responsibility, as Asian American parents do, for teaching their own children to read before they go to elementary school. (Contains 22 references.) (KB)

Descriptors: *Blacks; Child Development; Cultural Influences; *Emergent Literacy; Employed Parents; Family Environment; Parent Child Relationship; Parent Role; *Parents; *Parents as Teachers; Reading Instruction; *School Readiness; *Young Children
Identifiers: *African Americans; Illinois

ED453004 PS029517
Title: Michigan School Readiness Program: Implementation Manual.
Author Affiliation: Michigan State Dept. of Education, Lansing.(BBB00223)
Pages: 107
Publication Date: September 2000
Available from: EDRS Price MF01/PC05 Plus Postage.
Document Type: Guides--Non-classroom (055)
Geographic Source: U.S.; Michigan
Government Level: State

In operation since 1988, the Michigan School Readiness Program (MSRP) provides high-quality preschool programs for children who may be at risk of becoming educationally disadvantaged and who may have needs for special assistance. This manual provides guidelines for implementing all aspects of the program, including applying for funding, recruiting and enrolling students, providing the educational program, assessing children, and evaluating the program. The sections of the manual are: (1) "Overview of the MSRP"; (2) "Recruitment and Enrollment"; (3) "Documentation of Eligibility"; (4) "Center-Based Model"; (5) "Curriculum Models"; (6) "Home-Based Model"; (7) "Migrant Education Program"; (8) "A Balanced Literacy Program"; (9) "Assessment of Children"; (10) "Program Evaluation"; (11) "Budget and Financial Guidelines"; (12) "Reporting and Monitoring"; (13) "References," listing materials available from the Michigan Department of Education, relevant websites, and additional resources; and (14) "Sample Forms." (Lists 15 additional resources.) (KB)

Descriptors: At Risk Persons; Learning Readiness; *Preschool Children; Preschool Education; Program Descriptions; Program Guides; *Program Implementation; *School Readiness; State Programs
Identifiers: Michigan

ED450933 PS029280
Title: State Policies on Readiness Surveyed. NCEDL Spotlights Series, No. 26.
Author Affiliation: North Carolina Univ., Chapel Hill. Frank Porter Graham Center.(BBB04365)
Pages: 3
Publication Date: September 2000
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)
Contract No: R307A60004
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: Frank Porter Graham Child Development Center, University of North Carolina-Chapel Hill, CB#8185, Chapel Hill, NC 27599-8185; Web site: http://www.ncedl.org.
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; North Carolina

This issue of the NCEDL Spotlight Series newsletter presents findings of a nationwide survey of state policies and definitions related to school readiness. Findings indicated that efforts to minimize the misuse of readiness assessment tools may have had some impact at the state level, with respondents showing an increased awareness of recommended early childhood assessment practices. Age was the criterion used most to determine eligibility for kindergarten. No state reported having an official statewide definition of school readiness, although five states had frameworks or benchmarks to describe readiness. Six states reported that states should emphasize schools being ready for children. Thirteen states conduct statewide screening at kindergarten entry. Twenty-six states do not mandate readiness assessments, but local districts may choose to assess children prior to or at kindergarten entry. Twelve states use assessment data for instructional purposes, with 7 using data to identify high-need schools. Most states lack statewide readiness assessments for children with special needs. Many states are developing readiness assessment systems to profile the condition of children at school entry or to design classroom activities. The newsletter notes that two fundamental issues have been largely unaddressed by states: (1) the importance of schools being ready for children; and (2) the role of the local district. The newsletter concludes with implications of the study for research and for policymakers. (KB)

Descriptors: Definitions; Early Childhood Education; *Educational Environment; Educational Policy; *Learning Readiness; National Surveys; Placement; Preschool Tests; *Public Policy; *School Districts; *School Readiness; *Young Children
Identifiers: *State Policy

ED448870 PS029092
Title: Using Mental Health Strategies To Move the Early Childhood Agenda and Promote School Readiness. Starting Points: Meeting the Needs of Our Youngest Children.
Author(s) Knitzer, Jane
Author Affiliation: Carnegie Corp. of New York, NY.(QPX12280); Columbia Univ., New York, NY. National Center for Children in Poverty.(BBB27760)
Pages: 21
Publication Date: September 2000
Notes: For related Starting Points documents, see PS 028 922 and PS 029 090-095.
Available from: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
Availability: Rings Leighton Fulfillment, 1440 N Street NW, Suite A-1, Washington, DC 20005-2814. Tel: 202-319-2951; Fax: 202-319-2955; Web site: http://www.financeproject.org ($10, plus $6 shipping. Prepaid orders only).
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; New York

Noting that many young children are excluded from child care settings because of their behavior and that early emotional and behavioral problems are often ignored or misidentified, this issue brief highlights emerging strategies to promote the emotional wellness of young children and their families, including those most at risk. The brief further focuses on strategies to enhance the skills of the families and other caregivers who nurture and support young children and to ensure that those who need specialized services get them. The brief describes a number of initiatives developed across the nation, with an emphasis on two Starting Points sites, San Francisco and Vermont. The key strategies discussed include: (1) developing mental health consultation for child care and early learning programs; (2) enhancing mental health support for home visiting programs; (3) promoting healthy relationships in the context of early health care; and (4) promoting emotional wellness of young children and their families through a statewide approach. (KB)

Descriptors: Change Strategies; Child Health; Consultation Programs; *Delivery Systems; Early Childhood Education; Emotional Development; Home Visits; *Mental Health; *Mental Health Programs; Program Descriptions; *School Readiness; State Programs; *Well Being; Young Children
Identifiers: State Role

ED446104 TM031847
Title: The Alaska Developmental Profile User's Guide.
Author Affiliation: Alaska State Dept. of Education and Early Development, Juneau.(BBB36285)
Pages: 29
Publication Date: September 2000
Available from: EDRS Price MF01/PC02 Plus Postage.
Document Type: Guides--Non-classroom (055)
Geographic Source: U.S.; Alaska
Government Level: State
Target Audience: Administrators; Practitioners

Under the state's Quality Schools Initiative, each Alaska school is required to take a number of steps toward improving the quality of education. This brochure provides information to educators about the first requirement of the Quality Schools Initiative: completing the Alaska Developmental Profile. This profile is completed for each child entering kindergarten or first grade to help families, schools, and communities support the educational needs of young children. The Profile includes developmental information in the areas of physical well-being and motor development, language and literacy, personal and social skills, thinking, and cognition, along with background information and health, preschool experience, and any special needs. The profile provides summary information for the Department of Education and Early Development, but the choice of assessment measures is left to the school district. This brochure contains information on assessing young children. A resource guide lists assessment measures that may be appropriate and tells where to get them. A sample data collection plan is included. (SLD)

Descriptors: *Child Development; Elementary School Students; Grade 1; Kindergarten; *Kindergarten Children; Primary Education; *Profiles; *School Readiness; *Student Evaluation; User Needs (Information)
Identifiers: *Alaska

ED445816 PS028917
Title: Title I Preschool Education: More Children Served, but Gauging Effect on School Readiness Difficult. Report to the Chairman, Subcommittee on Oversight of Government Management, Restructuring and the District of Columbia, Committee on Governmental Affairs, U.S. Senate.
Author(s) Shaul, Marnie S.
Author Affiliation: General Accounting Office, Washington, DC. Health, Education, and Human Services Div.(BBB31516)
Pages: 20
Publication Date: September 2000
Notes: Key contributions made to this report by Diana Pietrowiak, Sherri Doughty, Mary Crenshaw, Harriet Ganson, Jay Smale, and Shannon Lightner.
Report No: GAO/HEHS-00-171
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: U.S. General Accounting Office, P.O. Box 37050, Washington, DC 20013; Tel: 202-512-6000; Fax: 202-512-6061; Web Site: http://www.gao.gov; e-mail: info@www.gao.gov (First copy, free; additional copies, $2 each. Check or money order should be made payable to Superintendent of Documents).
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; District of Columbia
Government Level: Federal

At the request of the Committee on Governmental Affairs of the U.S. Senate, this report presents findings of a study to determine the extent to which Title I funds are used to support education or developmentally appropriate activities for preschoolers, and what is known about the effectiveness of Title I-funded programs in preparing preschoolers for school. Data were collected by means of a survey of the 111 largest school districts serving about 25 percent of all public school-aged children nationwide and 400 smaller school districts, interviews with Department of Education officials, review of data on the number of preschoolers served with Title I funds by state, and review of the Department of Education's Strategic and Performance Plans. Findings indicated that during the 1999-2000 school year, about 17 percent of the school districts receiving Title I funds spent an estimated $407 million on preschool services, making Title I second only to Head Start in its level of federal preschool education funding. Districts used their funds to serve an estimated 313,000 preschoolers. Almost all the children were between 3 and 5 years and received a variety of services. Children were served in every state. Although the Department of Education may lack the information to measure Title I's effect on children's school readiness, the Department may be able to structure its design of a planned study to collect such information. The report recommends that the Department explore the feasibility of isolating and measuring Title I's effect on school readiness. GAO contacts and staff acknowledgments are appended. (KB)

Descriptors: National Surveys; *Preschool Children; *Preschool Education; *Preschool Evaluation; Program Effectiveness; *School Readiness; State Federal Aid
Identifiers: Department of Education; *Elementary Secondary Education Act Title I

ED444712 PS028791
Title: School Readiness: Helping Communities Get Children Ready for School and Schools Ready for Children. Child Trends Research Brief.
Author(s) Emig, Carol, Ed.
Author Affiliation: Child Trends, Inc., Washington, DC.(BBB23509)
Pages: 10
Publication Date: August 2000
Notes: This Research Brief is the executive summary of a longer Child Trends report, "Background for Community-Level Work on School Readiness: A Review of Definitions, Assessments, and Investment Strategies" (Halle, Zaslow, Zaff, and Calkins, 2000) prepared for the John S. and James L. Knight Foundation.
Sponsoring Agency: John D. and Catherine T. MacArthur Foundation, Chicago, IL. (BBB25107)@David and Lucile Packard Foundation, Los Altos, CA. (BBB31498)@John S. and James L. Knight Foundation, Miami, FL. (BBB34172)
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Information Analysis (070)
Geographic Source: U.S.; District of Columbia

Many communities across the country have set for themselves the goal of enhancing school readiness. But what does school readiness mean, and how do communities know whether they have achieved it? This research brief is intended to help communities invest wisely in school readiness initiatives. It begins by summarizing recommendations from the National Education Goals Panel (NEGP) for defining and assessing school readiness. The brief then presents a framework for community investments based on an ecological view of child development. This framework considers factors related not only to the child but also to the child's family, early childhood care and education, schools, and neighborhood. (Contains 43 references.) (EV)

Descriptors: Child Development; Child Health; *Childhood Needs; *Community Involvement; Early Childhood Education; Early Experience; Educational Improvement; Family School Relationship; Learning Readiness; Preschool Children; *School Community Relationship; *School Readiness; *Social Services
Identifiers: National Education Goals Panel; National Education Goals 1990

ED451915 PS029375
Title: Early Childhood Intervention Programs: What Do We Know? JCPR Working Paper Series.
Author(s) Currie, Janet
Author Affiliation: Joint Center for Poverty Research, IL.(BBB36291)
Pages: 39
Publication Date: April 2000
Notes: Additional support provided by the Brookings Roundtable on Children and the National Institute of Health.
Sponsoring Agency: National Science Foundation, Arlington, VA. (BBB32538)@Canadian Inst. for Advanced Research, Toronto (Ontario). (BBB31658)
Report No: JCPR-WP-169
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: For full text: http://ww.jcpr.org.
Document Type: Information Analysis (070)
Geographic Source: U.S.; California

Early intervention programs are a continuing focus of public interest and debate; questions center around defining quality in early intervention and how intervention affects children's lives. This paper reviews research on center-based early childhood education programs for children between birth and school entry that emphasize school readiness as a goal. Some of the programs include home visiting or parenting skills components, but the discussion excludes programs that have these components as their primary focus. The paper begins in section 1 with a discussion of reasonable goals for early intervention programs; the theoretical case for early intervention is then reviewed in section 2. An overview of the evidence regarding the effects of model programs appears in section 3, and a discussion of the evidence regarding large-scale public early intervention programs (such as Head Start) follows in section 4. While sections 3 and 4 focus on the issue of whether or not the programs work, section 5 peers into the "black box" of program design to discuss what is known about how they work: what can be said about the optimal timing, targeting, and content of early intervention programs on the basis of existing studies? The paper concludes with a discussion of the circumstances in which the benefits are likely to outweigh the costs of providing such programs. Contains 100 references. (EV)

Descriptors: Cost Effectiveness; *Early Intervention; Educational Objectives; Literature Reviews; Outcomes of Education; *Preschool Education; Program Design; *Program Effectiveness; *School Readiness; Young Children
Identifiers: Project Head Start

ED455942 PS029704
Title: New Book Examines Transition Issues. NCEDL Spotlights, No. 20.
Author Affiliation: National Center for Early Development & Learning, Chapel Hill, NC.(BBB35605)
Pages: 3
Publication Date: March 2000
Notes: Based on the book, "The Transitions to Kindergarten," edited by Robert Pianta and Martha Cox.
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)
Contract No: R307A60004
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: Frank Porter Graham Child Development Center, University of North Carolina-Chapel Hill, CB#8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0867; Web site: http://www.ncedl.org.
Document Type: Information Analysis (070)
Geographic Source: U.S.; North Carolina

This issue of the "NCEDL Spotlights" describes the content of a new book, "The Transition to Kindergarten," based on a national transitions synthesis conference sponsored by the National Center for Early Development and Learning. The document delineates the chapter topics and describes four trends expected to have significant effect on the transition of children into American schools in the near future. Topics of the book include early schooling and social stratification, readiness, education equity and excellence, teacher practices, issues for families, parent involvement, at-risk students, children with disabilities, low-income families, research design and methodology, personnel preparation, policy issues, and significant trends. (KB)

Descriptors: Books; Early Childhood Education; *Kindergarten; *Kindergarten Children; Program Descriptions; *School Readiness; Sociocultural Patterns; *Transitional Programs

ED439788 PS028372
Title: Early Childhood Programs: Characteristics Affect the Availability of School Readiness Information. Report to the Chairman, Subcommittee on Oversight of Government Management, Restructuring, and the District of Columbia, Committee on Governmental Affairs, U.S. Senate.
Author(s) Shaul, Marnie S.
Author Affiliation: General Accounting Office, Washington, DC. Health, Education, and Human Services Div.(BBB31516)
Pages: 24
Publication Date: February 28, 2000
Report No: GAO/HEHS-00-38
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: U.S. General Accounting Office, P.O. Box 37050, Washington, DC 20013. (First copy, free, Additional copies, $2 each). Tel: 202-512-6000; Fax: 202-512-6061. For full text: http://www.gao.gov/newitems/he0038.pdf.
Document Type: Legal/Legislative/Regulatory materials (090)
Geographic Source: U.S.; District of Columbia
Government Level: Federal

At the request of members of Congress, the General Accounting Office: (1) developed a categorization of federal early childhood education and care programs for a better understanding of the federal involvement in achieving school readiness; and (2) determined what is known about the effectiveness of selected programs in contributing to school readiness. To respond to the first objective, agency officials and experts in the field were consulted, a variety of agency documents and studies were analyzed, and earlier reports from the GAO and the Congressional Research Service were reviewed. The second objective was addressed by reviewing four selected programs: Head Start, Title I, the Child Care and Development Fund (CCDF), and the Social Services Block Grant (SSBG). Findings showed that federal early childhood education and care programs can be divided into three broad categories: (1) those that fund early childhood education and care settings, such as day care centers, in-home care, or school-sponsored prekindergarten programs; (2) those that fund support services to early childhood education and care settings, such as subsidizing meals served in day care centers; and (3) those that support child care for working families through provisions in the tax code. Programs in the first category could potentially have the greatest influence on children's readiness for school; within this category, however, programs vary in their emphasis on school readiness. The programs' primary goals or purposes and the level of support for preschool services help determine whether information is available on specific program outcomes such as school readiness. Programs that are not primarily focused on achieving school readiness (such as Title I, CCDF, and SSBG) do not collect data to measure that outcome. Consequently, even though the federal funding in support of early childhood education and care is substantial, there are currently limited data upon which to determine the effect of individual federal programs on school readiness. (EV)

Descriptors: Day Care; Day Care Effects; *Early Childhood Education; Federal Aid; *Federal Programs; *Program Effectiveness; Public Policy; *School Readiness
Identifiers: Program Objectives

ED445849 RC022611
Title: Getting Kids Ready for School in Rural America. Rural Education Issue Document.
Author(s) Perroncel, Carol B.
Author Affiliation: AEL, Inc., Charleston, WV.(BBB35660)
Pages: 31
Publication Date: 2000
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)
Contract No: RJ96006001
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: Full text at Web site: http://www.ael.org/rel/rural/index.htm.
Document Type: Information Analysis (070)
Geographic Source: U.S.; West Virginia

National Education Goal One, "All children in America will start school ready to learn," seems simple, but being ready for school requires meeting certain needs related to physical, social, emotional, cognitive, and language development. Families, schools, and communities each have responsibilities in these areas. Families in "ready" homes provide opportunities for children to interact with people, places, and objects; know how to handle stress; have access to high-quality child and health care; and know whom to call for information and help. "Ready" schools allow space for children to work alone or in groups and to move about; do not require children to sit still for long periods of time, participate in countless skill drills, or spend their time filling out workbook pages; allow children to explore the classroom; and provide opportunities for play. The "ready" school is also equipped to cope with differences among young children, expects all children to learn, and is open to community members. In "ready" communities, families and community groups collaborate with the school and agencies that serve families and children. Everyone agrees on a long-term vision for young children. Rural areas have trouble meeting these expectations because of factors arising from geographic isolation and limited resources. Increasing rural families' access to health care and affordable, high-quality child care are the two major challenges for rural areas. Six suggestions for helping rural children succeed are: support high-quality and developmentally appropriate programs, assess children appropriately, link community resources, encourage joint staff development, offer parent training and support, and improve access to quality health care. (Contains 43 references.) (TD)

Descriptors: *Child Development; *Child Health; *Day Care; Disadvantaged Youth; Early Childhood Education; Educational Needs; Family Needs; Poverty; Prenatal Care; *Rural Areas; Rural Schools; School Community Relationship; *School Readiness; *Young Children
Identifiers: Access to Services; *National Education Goals 1990

ED445810 PS028905
Title: A Good Beginning: Sending America's Children to School with the Social and Emotional Competence They Need To Succeed.
Author(s) Peth-Pierce, Robin
Pages: 33
Publication Date: 2000
Notes: A publication of the Child Mental Health Foundations and Agencies Network (FAN). Support for this publication was provided in part by the Ewing Marion Kauffman Foundation.
Contract No: 200003738
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: National Institute of Mental Health, Office of Communications and Public Liaison, 6001 Executive Boulevard, Room 8184, MSC 9663, Bethesda, MD 20892-9663; Tel: 301-443-4513; Fax: 301-443-4279; Web Site: http://www.nimh.nih.gov/childhp/fdnconsb.htm
Document Type: Information Analysis (070); Opinion papers (120)
Geographic Source: U.S.; Maryland

Recognizing that what, how, and how much children learn in school depends in large part on the social and emotional competence they developed as preschoolers, this monograph examines the current state of research regarding the social and emotional risk and protective factors that predict early school problems or success. The first part of the monograph describes the components of social and emotional school readiness. Risk and protective factors are examined, and the impact of interventions to address neurodevelopmental delay, impaired attachment relationships, maltreatment, and disadvantaged socioeconomic status is described. This part also notes that some of the causal risk factors for early school failure have been identified, and that current knowledge can be used to systematically design and implement intervention. The part maintains that interventions need to address multiple levels and should address causal and malleable risk factors for early school failure. The second part of the monograph summarizes selected federal policies that may improve children's chances of success and analyzes existing links between current research and policy. This part argues that existing policies are not fully implemented, that new policies place additional burdens on already overburdened systems, and that more leaders are needed to champion the development of a seamless, comprehensive system of early childhood care. The monograph's appendix lists risk and protective factors at the individual, microsystem, exosystem, and macrosystem levels as identified in research literature. (KB)

Descriptors: Early Childhood Education; *Emotional Development; Emotional Response; High Risk Students; *Interpersonal Competence; Kindergarten; *Kindergarten Children; *Preschool Children; Public Policy; *School Readiness; *Student Adjustment

ED445775 PS028611
Title: Still! Unacceptable Trends in Kindergarten Entry and Placement. A Position Statement. Revision and Update.
Author Affiliation: National Association of Early Childhood Specialists in State Departments of Education.(BBB25995)
Pages: 19
Publication Date: 2000
Notes: This position statement was adopted at the Annual Meeting of the National Association of Early Childhood Specialists in State Departments of Education (Chicago, IL, November 11, 1987). For 1987 Position Statement, see ED 297 856.
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Opinion papers (120)
Geographic Source: U.S.; Colorado

Noting that the persistence of unacceptable trends in kindergarten entry and placement practices narrows the curriculum in kindergarten and primary education, constricts equal educational opportunity, and curtails the exercise of professional responsibilities of early childhood educators, this position statement of the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) is offered to increase public awareness about educational policies and practices affecting young children. Following an overview, the statement discusses six principles of kindergarten entry and placement related to: (1) guarding the integrity of effective, developmentally appropriate programs for young children; (2) enrolling children in kindergarten based on their legal right to enter; (3) involving kindergarten teachers and administrators in student assessment decisions; (4) rejecting retention as a viable option for young children; (5) using kindergarten entrance tests in initial planning and information-sharing with parents; and (6) welcoming all children into heterogeneous kindergarten settings. The statement concludes with a challenge to make adjustments that would make education more responsive to the needs of young children, and to allow only those practices that are beneficial to young children. (Contains 48 references.) (KB)

Descriptors: Age Grade Placement; Developmentally Appropriate Practices; Educational Practices; Grade Repetition; *Kindergarten; *Kindergarten Children; Position Papers; Primary Education; School Entrance Age; *School Readiness; Social Promotion; Student Adjustment; *Student Placement; *Transitional Programs
Identifiers: National Association Early Childhood Specialists

ED439819 PS028433
Title: Partnering for Success: Community Approaches to Early Learning. A Report on Partnerships in Low-Income Communities.
Author(s) Ochshorn, Susan
Author Affiliation: Child Care Action Campaign, New York, NY.(BBB23454)
Pages: 65
Publication Date: 2000
Notes: Support also provided by the Lucent Technologies Foundation.
Sponsoring Agency: Mott (C.S.) Foundation, Flint, MI. (BBB04331)@Danforth Foundation, St. Louis, MO. (OHH20210)
Available from: EDRS Price MF01/PC03 Plus Postage.
Availability: Child Care Action Campaign, 330 Seventh Avenue, 14th Floor, New York, NY 10001. Tel: 212-239-0138; Fax: 212-268-6515; Web site: http://www.childcareaction.org.
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; New York

Noting that innovative partnerships to give more children access to good quality care and education provide the scaffold for future educational reform, this report details the Partnering for Success project, which identified and documented efforts to enhance school readiness through partnerships among Head Start, child care, and public schools in low-income communities. Sixty-eight partnerships in 37 states were identified with the assistance of national, state, and local experts, and practitioners. Among the findings noted in the report: the initial challenge in launching effective partnerships involves changing beliefs and motivation as well as acquiring or spending more money; school superintendents have been prime initiators for change; partnerships between schools and early childhood education programs are effective in providing greater access to care and education; 84 percent of programs reported higher levels of elementary school performance; and program continuity for 3-to 8-year-olds is currently evolving. The report also makes the resulting recommendations: that superintendents need to see collaborative early childhood efforts as a vehicle for education reform and a foundation for universal prekindergarten; that schools must help to ensure a smooth transition; and that partnerships must take into account the needs of working parents. This report then profiles six of the programs studied, located in Michigan, New Mexico, Tennessee, Kentucky, Alabama and Pennsylvania. The remaining programs are also described, including types of services provided, demographic characteristics of families served, partners involved in partnership, location, time of operation, role of school, parent involvement components, funding sources, and evidence of outcomes. (KB)

Descriptors: Cooperation; *Day Care; *Early Childhood Education; *Educational Change; Educational Improvement; Educational Innovation; *Partnerships in Education; Program Descriptions; *School Community Programs; School Community Relationship; *School Readiness; Young Children
Identifiers: Project Head Start

ED455941 PS029703
Title: An Approach To Enhance Kindergarten Transition. NCEDL Spotlights, No. 17.
Author Affiliation: National Center for Early Development & Learning, Chapel Hill, NC.(BBB35605); Cuyahoga County Dept. of Entitlement and Employment Services, OH.(BBB35606)
Pages: 3
Publication Date: December 1999
Notes: Excerpts from "Enhancing the Transition to Kindergarten: Connecting Families and Schools" by Marcia Kraft-Sayre and Robert Pianta.
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)
Contract No: R307A60004
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: Frank Porter Graham Child Development Center, University of North Carolina-Chapel Hill, CB#8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0867; Web site: http://www.ncedl.org.
Document Type: Guides--Non-classroom (055)
Geographic Source: U.S.; North Carolina

The Kindergarten Transition Project at the National Center for Early Development and Learning (NCEDL) has developed a school-based approach designed to enhance connections among children, families, teachers, and peers during the transition to kindergarten. This report excerpts from a paper describing this approach to ease transition. The paper describes how the program was developed and delineates program activities for strengthening family-school connections, child-school connections, peer connections, and program connections. Suggestions for family-school connections include organizing an informal dinner with parents and kindergarten teachers in conjunction with school open houses or back-to-school nights. Suggestions for child-school connections include providing opportunities for children to interact directly with their anticipated kindergarten teachers. Suggestions for peer connections include identifying a current kindergartner to serve as a "buddy" to a preschooler. One suggestion for enhancing program connections is to arrange discussions between preschool and kindergarten personnel about classroom practices and specific needs of individual children. (KB)

Descriptors: Early Childhood Education; *Family School Relationship; *Kindergarten; *Kindergarten Children; Peer Relationship; *School Readiness; *Student Adjustment; Teacher Student Relationship

ED455940 PS029702
Title: Depressed Moms & Child Development. NCEDL Spotlights Series, No. 16.
Author Affiliation: National Center for Early Development & Learning, Chapel Hill, NC.(BBB35605)
Pages: 3
Publication Date: November 1999
Notes: Excerpts of study conducted by the National Institute of Child Health & Human Development and reported in "Developmental Psychology," September 1999.
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)
Contract No: R307A60004
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: Frank Porter Graham Child Development Center, University of North Carolina-Chapel Hill, CB#8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0867; Web site: http://www.ncedl.org.
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; North Carolina

This report summarizes findings from a longitudinal study of 1,215 mothers and children from 10 locations around the United States, focusing on the links between maternal depression and child outcomes. Families were followed from 1 month to 36 months after the birth of their child. Data collection methods included observations of mother-child play at 6, 15, 24, and 36 months, child cognitive and language testing at 36 months, and assessment of maternal depression using the Center for Epidemiological Studies Depression Scale. The findings indicate that children of depressed mothers performed more poorly on measures of school readiness, verbal comprehension, and expressive language skills at 36 months than children of mothers who never reported depression. Children of mothers who had more prolonged depression were seen as less cooperative, and their mothers reported the children had more problem behaviors than children whose mothers were never depressed. Children of mothers who were depressed some of the time fell in between these two groups. Children whose mothers were more sensitive did better on cognitive and language tests, and were more helpful during toy clean-up. Their mothers also reported them to be more cooperative and to have fewer problem behaviors, regardless of mothers' level of depression. Lower maternal sensitivity partly explained their children's poorer school readiness, verbal comprehension, and expressive language, and higher rates of problem behavior. (KB)

Descriptors: *Child Development; *Children; Comparative Analysis; *Depression (Psychology); Longitudinal Studies; *Mothers; *Parent Influence; *School Readiness
Identifiers: *Maternal Sensitivity

This document consists of four issues of the quarterly report "Alaska's Children," which provides information on the Alaska Head Start State Collaboration Project and updates on Head Start activities in Alaska. Regular features in the issues include a calendar of conferences and meetings, a status report on Alaska's children, reports from the Alaska Children's Trust, and "Collaboration Briefings," updates on the collaboration project activities. The Winter 1999 issue focuses on the impact of Head Start in Alaska, program quality, and Head Start investments; and describes how various programs have used the Head Start Performance Standards to develop promising practices. The Spring 1999 issue discusses early child development and the importance of quality care and learning programs to enhance brain growth and development. The September 1999 issue focuses on transitions to the public school at kindergarten and the importance of quality early childhood programs to prepare children for school; this issue also includes an article on the 2000 census. (KB)

Descriptors: Academic Standards; Alaska Natives; Brain; Compensatory Education; Early Childhood Education; Early Intervention; *Educational Quality; Emergent Literacy; Family Programs; Newsletters; *Preschool Children; Preschool Education; Professional Associations; Program Descriptions; *School Readiness; Transitional Programs
Identifiers: Alaska; Brain Development; Head Start Program Performance Standards; National Head Start Association; *Project Head Start; Transitional Activities

This document consists of the two 2000 issues of the newsletter of the ERIC Clearinghouse on Elementary and Early Childhood Education (ERIC/EECE). Each issue contains a feature article and one or more short articles on topics related to early childhood education, calls for papers, announcements about Internet resources, news items about and lists of publications from ERIC/EECE, and articles from the Adjunct ERIC Clearinghouse on Child Care. The feature articles are: "Meeting State Standards through the Project Approach" by Ann-Marie Clark (Spring) and "Readiness for School: A Survey of the States" by Gitanjali Saluja, Catherine Scott-Little, and Richard M. Clifford (Fall). (HTH)

Descriptors: Early Childhood Education; Learning Readiness; National Surveys; *School Readiness; *State Standards; Teaching Methods; *Young Children
Identifiers: ERIC Clearinghouse on Elementary Early Child Educ; *Project Approach (Katz and Chard)

ED441566 PS028549
Title: Ready or Not...Here I Come. {Videotape}.
Author Affiliation: North Carolina State Dept. of Public Instruction, Raleigh. Early Childhood Section.(BBB36061)
Pages: 0
Publication Date: November 1999
Available from: Document Not Available from EDRS.
Availability: North Carolina Department of Public Instruction, Early Childhood Section, 301 North Wilmington Street, Raleigh, NC 27601 (KG 108: $12, including 50-minute videotape, discussion guide, and pamphlets). Tel: 800-663-1250 (Toll Free); Web site: http://www.dpi.state.nc.us/success/.
Document Type: Guides--Non-classroom (055); Non-print media (100)
Geographic Source: U.S.; North Carolina
Target Audience: Administrators; Parents; Policymakers; Practitioners

This videotape, with accompanying discussion guide, addresses issues of young children's learning readiness and the readiness of the school to teach young children. The 50-minute videotape, for use as a stand-alone instruction video in one sitting or as an accompaniment to group discussions or to a self-study program, is geared toward informal opinion leaders and decision makers within the early childhood education community. The videotape contains excerpts from presentations regarding assessment and readiness in early childhood education before the North Carolina State Board of Education in 1998 and is presented in three parts. Part 1 presents five speakers, each addressing a major issue in early childhood education and learning readiness: children's family context, brain research, pedagogy, developmental diversity, and children with special needs. Part 2 presents three speakers emphasizing screening, testing, and assessment. Part 3 features presentations by three early childhood practitioners regarding the use of a portfolio system for student assessment, administrative support, and the necessity for good instructional planning. The accompanying 23-page guide is presented in 3 sections. Section 1 of the guide details how the program should be used and includes information on additional readings. Section 2 focuses on study groups, describes the videotape content, and includes issues and questions for discussion and additional information for further discussion for each section of the videotape. Section 3 concerns self-directed study with the videotape and contains questions for reflection, prompts for referencing data and information, and space for journal writing and other solo exercises. (KB)

Descriptors: Discussion Groups; *Early Childhood Education; *Evaluation Methods; Group Discussion; Independent Study; *Learning Readiness; Portfolio Assessment; *School Readiness; *Student Evaluation; Teaching Guides; Young Children
Identifiers: North Carolina

ED446103 TM031846
Title: Directions for Using the Alaska Developmental Profile.
Author Affiliation: Alaska State Dept. of Education and Early Development, Juneau.(BBB36285)
Pages: 26
Publication Date: August 09, 1999
Available from: EDRS Price MF01/PC02 Plus Postage.
Document Type: Guides--Non-classroom (055)
Geographic Source: U.S.; Alaska
Government Level: State
Target Audience: Administrators; Practitioners

This brochure provides information to educators about the Alaska Kindergarten Developmental Profile, which is prepared for each child entering school. The profile includes developmental information in the areas of physical well-being and motor development, language and literacy development, personal-social development, thinking and cognitive development, and child background. It is designed as a global measure to provide summary information from each school site to the Alaska Department of Education. It is not an assessment in itself, but the framework for the categories of developmental information that are to be assessed at the school level. The Department believes that districts are in the best position to decide how to gather detailed developmental information about each child, and they are expected to choose the methods they wish to use to gather the information. A resource guide lists some direct and indirect assessment instruments educators may wish to use and tells where to get these instruments. A sample data collection plan is included. An appendix contains the Kindergarten Developmental Profile. (SLD)

Descriptors: *Child Development; Kindergarten; *Kindergarten Children; Primary Education; Profiles; *School Readiness; *Student Evaluation
Identifiers: *Alaska

ED430702 PS027645
Title: Prekindergarten and Parent Support Programs.
Author(s) Denton, David R.
Author Affiliation: Southern Regional Education Board, Atlanta, GA.(IEE81377)
Pages: 35
Publication Date: March 1999
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: Southern Regional Education Board, 592 10th St., N.W., Atlanta, GA 30318; Tel: 404-875-9211; Web site: http://www.sreb.org
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; Georgia

To assist state policymakers in using limited resources to enhance young children's readiness for school, this report examines the development and effectiveness of prekindergarten and parent support programs in the Southern Regional Education Board's (SREB's) 16-state region. States in the region are Alabama, Arkansas, Delaware, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North and South Carolina, Oklahoma, Tennessee, Texas, Virginia, and West Virginia. For each state, information is provided about: program type and name; target population; program requirements; eligible providers; parent education and support; funding and children served; and contact information. Also listed are key questions for policymakers to consider as they develop or expand preschool programs. (KB)

Descriptors: At Risk Persons; Early Intervention; Family Programs; *Parent Education; Parent Participation; *Preschool Children; *Preschool Education; Program Effectiveness; *Public Policy; *School Readiness
Identifiers: *Family Support; Southern Regional Education Board; United States (South)

ED430701 PS027641
Title: A Study To Determine the Effects of Pre-Kindergarten on Kindergarten Readiness and Achievement in Mathematics.
Author(s) Perry, Donna G.
Pages: 55
Publication Date: February 1999
Notes: Master's Thesis, Salem-Teikyo University.
Available from: EDRS Price MF01/PC03 Plus Postage.
Document Type: Dissertations/Theses--Masters Dissertations (042)
Geographic Source: U.S.; West Virginia

The intent of this study was to determine if attendance in a good quality prekindergarten program using developmentally appropriate activities had a positive effect on kindergarten mathematics readiness skills and achievement. Participating were 80 children, 4 to 6 years old, divided into two experimental and two control groups. Standardized test scores from the Slosson Kindergarten Readiness Test and the Metropolitan Assessment Package were used to compare the two groups. Each of the experimental groups attended one year of developmental prekindergarten, whereas the control groups had no preschool experience. The results indicated that the experimental groups scored significantly higher than control groups, suggesting that attending preschool had a positive effect on kindergarten mathematics readiness skills and achievement. (Contains 50 references.) (Author/KB)

Descriptors: *Academic Achievement; Comparative Analysis; Kindergarten; *Kindergarten Children; *Learning Readiness; *Mathematics Achievement; *Outcomes of Education; Primary Education; Program Effectiveness; *School Readiness

ED431554 PS027759
Title: Transition Practices.
Author(s) Pianta, Robert C.; Cox, Martha J.; Taylor, Lorriane; Early, Diane
Author Affiliation: National Center for Early Development & Learning, Chapel Hill, NC.(BBB35605)
Source: NCEDL Spotlight, n1A Jan 1999 Pages: 3
Publication Date: January 1999
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)
Contract No: R307A60004
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Collected works--Serials (022)
Geographic Source: U.S.; North Carolina

Teachers' most common initiatives to help students in their transition to kindergarten signal a negative shift in quality, nature, and depth of contact. Excerpting an article discussing transition practices of kindergarten teachers, this newsletter issue summarizes a study of 3,595 kindergarten teachers. The teachers were asked about their use of 21 practices related to the transition of children into kindergarten in the 1996-97 academic year and 15 barriers to implementing transition practices. Responses indicated that the practices teachers endorse most frequently do not reflect an emphasis on establishing--before school starts--connections among home, school, child care, and other contexts. The practices also do not support continuity in the child's experience or promote positive, supportive relationships with the person involved in the child's care and education. The findings indicate that if the national goal of ensuring all children enter school ready to learn depends in part on "ready schools," then there is work to be done regarding that aspect of "ready schools" that ensures smooth transitions between home and school, and continuity between child care experience and school experience. (JS)

Descriptors: Day Care; Family Involvement; *Kindergarten; Parent School Relationship; Parent Teacher Cooperation; *Preschool Teachers; Primary Education; School Orientation; *School Readiness; *Student Adjustment; Teacher Student Relationship; *Teaching Methods

ED432409 PS027829
Title: Su cumpleanos es en el verano: El dilema de la edad de entrada al jardin pre-escolar (He Has a Summer Birthday: The Kindergarten Entrance Age Dilemma). ERIC Digest.
Author(s) Crosser, Sandra
Author Affiliation: ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL.(BBB34257)
Pages: 3
Publication Date: July 1999
Notes: For English version of this digest, see ED 423 079.
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)
Contract No: RR93002007
Report No: EDO-PS-99-8
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: Spanish
Document Type: ERIC product (071); ERIC digests in full text (073)
Geographic Source: U.S.; Illinois
Journal Announcement: RIEDEC1999

Educators commonly recommend that children born during the summer months, especially boys, be given an extra year to mature before entering kindergarten so that they will not suffer from the academic disadvantages of being among the youngest children in a class. Terms such as "academic red-shirting" and "graying of the kindergarten" have been invented to describe the practice and effects of holding children back from kindergarten. This Spanish-language Digest asserts that research cited in support of delayed entrance, however, is meager and somewhat contradictory. Results of a study comparing a group of summer-born children who delayed school entrance to a group who entered kindergarten on time (matched for intelligence) indicated that boys with summer birth dates tended to be advantaged academically by postponing entrance; the advantage was greatest in reading. The Digest asserts that such small-scale studies need to be replicated before educators can make informed recommendations about optimum kindergarten entrance age. The Digest notes that affluent parents tend to hold out their summer-born children more often than do low socioeconomic status parents, causing children at academic risk from poverty factors to face the additional hurdle of being compared to advantaged children who are 12 to 15 months older. The Digest concludes by noting that academic achievement is only one piece of the school entrance age puzzle, and that blanket recommendations to hold back one group of children only serve to change who will be part of the youngest group. The Digest recommends that educators and parents consider the individual child when making entrance age decisions. (EV)

Descriptors: Academic Achievement; Enrollment; Individual Development; *Kindergarten; Kindergarten Children; Learning Readiness; Males; Primary Education; *School Entrance Age; *School Readiness; Student Adjustment; Student Placement
Identifiers: *Academic Redshirting; ERIC Digests; *Season of Birth; Summer

This video-based program trains parents and other child caregivers to engage 3- to 5-year-olds in simple, motivating learning games to strengthen cognitive, social, and motor school-readiness skills. The training materials consist of a manual for training facilitators and a training video demonstrating how to play each learning game with preschool children at home or in a childcare setting. The manual contains handouts to photocopy and distribute during training sessions, as well as instructions for conducting the training sessions. The handouts include instructions and activity materials, ideas for additional games, and resource lists. The 26-minute closed-captioned training video teaches adults 6 learning games adapted from curricula developed at Yale University and presents an imaginative play narrative for strengthening skills such as language use, counting, and sequencing. Designed to be presented in two training sessions of an hour each, the video first presents three learning games: (1) restaurant game; (2) mirror game: feelings; and (3) travel game: bus to the zoo. The second part of the video presents three additional games: (1) travel game: submarine to the ocean floor; (2) puppet game: counting; and (3) camping game. (KB)

Descriptors: *Educational Games; Instructional Films; Instructional Materials; Leaders Guides; *Learning Activities; Parents as Teachers; Preschool Education; *School Readiness; Videotape Recordings; *Young Children

Smart Start is a comprehensive public-private initiative to help all North Carolina children enter school healthy and ready to succeed, and provides children from birth to age five access to high-quality and affordable child care, health care, and other critical services. This document comprises the first two issues of "Smart Start News," a newsletter detailing project activities and accomplishments. The May 1999 issue includes articles on: the receipt of the 1998-99 Innovations in American Government Award; the Smart Start Web site; a state initiative to expand programs helping with child caregivers' health care costs and salary bonuses; programs illustrating collaboration; characteristics of quality child care; recent findings from Smart Start impact studies; needs and challenges of Smart Start communities; the availability of parent materials; ways to assist in children's intellectual development; and vision screenings. The fall 1999 issue includes articles on: initiatives to introduce advocacy and volunteer efforts into Smart Start; state family support initiatives; state health insurance plan; additional recent findings from Smart Start impact studies; private sector child care; child care license standards; Smart Start partnerships around the state; and 1999 local Smart Start award winners. (KB)

Descriptors: Child Advocacy; Cooperation; Day Care; Day Care Effects; Early Childhood Education; *Early Intervention; *Family Programs; Health Insurance; *Health Services; Periodicals; Program Descriptions; Program Effectiveness; *School Readiness; State Programs; Volunteers; *Young Children
Identifiers: Availability (Programs and Services); Day Care Quality; *Smart Start NC

ED438026 PS028117
Title: The Transition to Kindergarten. A Series from the National Center for Early Development and Learning.
Author(s) Pianta, Robert C., Ed.; Cox, Martha J., Ed.
Author Affiliation: National Center for Early Development & Learning, Chapel Hill, NC.(BBB35605)
Pages: 404
Publication Date: 1999
Notes: Derived from "The Transition to Kindergarten: A Synthesis Conference" (Charlottesville, VA, February 18-20, 1998).
ISBN: 1-55766-399-8
Available from: EDRS Price MF01/PC17 Plus Postage.
Availability: Paul H. Brookes Publishing, Company, Maple Press Distribution Center, I-83 Industrial Park, POB 15100, York, PA 17405 ($36). Tel: 410-337-9580; Fax: 410-337-8539; Web site: http://www.brookespublishing.com.
Document Type: Book (010); Collected works--General (020)
Geographic Source: U.S.; Maryland

On the premise that early school transitions affect children's future educational success and that these critical transitions need to be improved, this book explores the research on early schooling and reexamines educational beliefs, policies, and practices relating to the first years of school, including readiness assessment, entrance ages, diversity, and personnel preparation. The chapters are: (1) "Introduction: An Ecological Approach to Kindergarten Transition" (Robert C. Pianta, Sara E. Rimm-Kaufman, and Martha J. Cox); (2) "Early Schooling and Social Stratification" (Doris R. Entwisle and Karl L. Alexander); (3) "Assessing Readiness" (Samuel J. Meisels); (4) "Promoting Educational Equity and Excellence in Kindergarten" (Nicholas Zill); (5) "Diverse Perspectives on Kindergarten Contexts and Practices" (Elizabeth Graue); (6) "Families and Schools: Rights, Responsibilities, Resources, and Relationships" (Sandra L. Christenson); (7) "Changing Schools for Changing Families" (Gary B. Melton, Susan P. Limber, and Terri L. Teague); (8) "Beginning School for Children at Risk" (Craig T. Ramey and Sharon L. Ramey); (9) "Children with Disabilities in Early Elementary School" (Mark Wolery); (10) "Kindergarten Practices with Children from Low-Income Families" (Barbara T. Bowman); (11) "Research on the Transition to Kindergarten" (John Wills Lloyd, Donna R. Steinberg, and Mary K. Wilhelm-Chapin); (12) "Personnel Preparation and the Transition to Kindergarten" (Richard M. Clifford); (13) "The Practice of Effective Transitions: Players Who Make a Winning Team" (Laura B. Smolkin); (14) "Policy and the Transition Process" (James J. Gallagher); and (15) "The Changing Nature of the Transition to School: Trends for the Next Decade" (Robert C. Pianta and Martha J. Cox). Each chapter contains references. (HTH)

Descriptors: Childhood Needs; Disabilities; Diversity (Student); Early Childhood Education; Educational Improvement; Educational Policy; *Educational Practices; Family Characteristics; *Kindergarten; Learning Readiness; *Preschool Children; *School Readiness; *Student Adjustment; *Teacher Role; Transitional Programs
Identifiers: Transitional Activities

ED436293 PS028146
Title: Getting Your Child Ready for School. Parents as Partners Series.
Author(s) Amundson, Kristen J.
Author Affiliation: American Association of School Administrators, Arlington, VA.(BBB16801)
Pages: 24
Publication Date: 1999
Notes: For the 1992 edition of this publication entitled, "Getting Your Child Ready for School...And the School Ready for Your Child," See ED 348 727. For other publications in the Parents as Partners series, see PS 028 145-148.
ISBN: 0-87652-241-X
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: American Association of School Administrators, 1801 North Moore St., Arlington, VA 22209 (AASA Stock No. 236-017). Tel: 888-782-2272 (Toll-Free), Tel: 703-875-0748; Web site: <http://www.aasa.org>.
Document Type: Guides--Non-classroom (055)
Geographic Source: U.S.; Virginia
Target Audience: Parents

Although many studies show that children who have rich early childhood experiences are better prepared for academic learning in school, many kindergarten teachers report that a large, and growing, number of children are not ready to learn when they arrive for their first day of school. This booklet, directed to parents, provides information on the critical role of parents in preparing their child for later school success. The booklet examines the current knowledge about school readiness; discusses the reasons some children are not ready; and outlines what schools, parents, and communities can do to help children enter school ready to learn. Also included are dozens of enjoyable activities parents and children can try at home that help prepare children for school success. (Contains 11 references.) (KB)

Descriptors: Early Childhood Education; Learning Activities; Learning Readiness; *Parent Child Relationship; Parent Materials; *Parent Role; Parents; *Parents as Teachers; *School Readiness
Identifiers: Family Activities

ED435503 PS028127
Title: Public Factors That Contribute to School Readiness.
Author(s) Edwards, Diane
Source: Early Childhood Research & Practice, v1 n2 Fall 1999 Pages: 10
Publication Date: 1999
Notes: This article is the fifth of six articles in this second issue of a new electronic journal (See PS 028 122). Articles are each paginated independently.
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: For full text: <http://ecrp.uiuc.edu/v1n2/print/edwards.html>.
Document Type: Journal articles (080); Opinion papers (120)
Geographic Source: U.S.; Massachusetts

Noting that school readiness--the preparedness of children to learn what is taught in schools--is the cornerstone of today's education reform movement, this article presents a brief overview of the key public factors that contribute to school readiness. These factors include both historical and contemporary American views of early learning as reflected by government funding, early learning and teacher education field practices, professionalization of early childhood teachers and improvement of education departments, and public policy as manifested by teacher certification and accountability. The article suggests that with the hindsight gained from historical knowledge and a clear understanding of the factors that contribute to school readiness, we are better equipped to make the first goal of today's educational reform a reality--that all children in America start school ready to learn. (Contains 35 references.) (Author/LLP)

Descriptors: *Early Childhood Education; Educational Change; *Government Role; Higher Education; Learning Readiness; *Preservice Teacher Education; Public Policy; Public Support; *School Readiness; *Teacher Certification; Teacher Competency Testing; Teacher Education; Teacher Education Programs
Identifiers: *Professionalization of Teaching

ED433950 PS027953
Title: Continuity for Success: Transition Planning Guide.
Author Affiliation: National PTA, Chicago, IL.(BBB17694); National Head Start Association, Alexandria, VA.(BBB28204)
Pages: 28
Publication Date: 1999
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: National Head Start Association, 1651 Prince Street, Alexandria, VA 22314; Tel: 800-687-5044 (Toll Free), 703-739-0875; Fax: 703-739-0878; Web site: <http://www.nhsa.org>. For full text: <http://www.pta.org>.
Document Type: Guides--Non-classroom (055)
Geographic Source: U.S.; Virginia

This guide is a planning tool for establishing Head Start-Parent Teacher Association (PTA) partnerships, building effective transition practices from preschool to kindergarten, and promoting continuity in parent and family involvement. Designed for use by coordinators of early childhood, parent involvement, and outreach activities, the guide can be used to facilitate planning meetings to promote Head Start partnerships with the PTA or elementary schools, to assist in developing joint transition activities, and to enhance planning efforts when designing parent and family programs and services. The guide includes "how-to" tips; best practices identified from Continuity for Success pilot sites in New York, North Carolina, and Texas; lessons learned throughout the partnership between Head Start and the PTA, current research findings on child and family transitions from preschool to kindergarten, and tools developed through National PTA and other sources. The guide is organized into four parts: (1) "Continuity for Success: A Partnership Between National PTA and the National Head Start Association"; (2) "How to Establish Partnerships"; (3) "Building Effective Transitions"; and (4) "Measuring Increases in Parent Involvement." Forms such as activities checklists and evaluation tools are appended. (KB)

Descriptors: *Developmental Continuity; Early Childhood Education; Family School Relationship; Interprofessional Relationship; Kindergarten; Parent Participation; Parent School Relationship; Parent Teacher Cooperation; *Partnerships in Education; Preschool Children; Preschool Education; Program Development; *School Readiness; *Transitional Programs
Identifiers: *Parent Teacher Association; *Project Head Start

ED437194 PS028176
Title: Are Our Children Ready To Learn? Hearing of the Committee on Labor and Human Resources. United States Senate, One Hundred Fifth Congress, Second Session on Examining Early Childhood Education and Related Services.
Author Affiliation: Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.(BBB17813)
Pages: 78
Publication Date: December 04, 1998
Report No: Senate-Hrg-105-772
ISBN: 0-16-057946-5
Available from: EDRS Price MF01/PC04 Plus Postage.
Availability: U.S. Government Printing Office, Superintendent of Documents, Congressional Sales Office, Washington, DC 20402.
Document Type: Legal/Legislative/Regulatory materials (090)
Geographic Source: U.S.; District of Columbia
Government Level: Federal
Target Audience: Policymakers

These hearing transcripts present testimony before the Committee on Labor and Human Resources of the 105th Congress on early childhood education and related services. Participants provided different perspectives on early education, focusing on the academic achievement of American students, especially in comparison to students in other countries; the importance of early childhood longitudinal studies; the role of child care centers; and improving early childhood educators' qualifications. Speakers included Senators James Jeffords (Vermont), Tim Hutchinson (Arkansas), Susan Collins (Maine), and Jack Reed (Rhode Island). Providing expert testimony were the commissioner of the National Center for Education Statistics and the executive director of the Child Care Action Campaign. Witnesses indicated that basic measures from the National Household Education Survey document tremendous variation in the skills children bring to kindergarten. Studies of child care in the United States report that the vast majority of centers provide poor to mediocre care. One participant compared U.S. child care programs to early education programs in France, noting differences in caregiver qualifications and compensation, as well as other programmatic differences. This witness also recommended accelerating the move toward universal prekindergarten programming and increasing accreditation efforts. A report on data needs for early childhood development and learning readiness is appended. (KB)

Descriptors: *Academic Achievement; Accreditation (Institutions); Benchmarking; Child Caregivers; Day Care; Early Childhood Education; Hearings; *Learning Readiness; Preschool Teachers; Research Needs; *School Readiness; Teacher Education; Teacher Qualifications; *Young Children
Identifiers: Caregiver Qualifications; Caregiver Training; Congress 105th; Day Care Quality; Goals 2000; Indicators

ED460964 TM030060
Title: Results of the Cognitive Skills Assessment Battery (CSAB), 1998. Data Update.
Author Affiliation: South Carolina State Dept. of Education, Columbia.(UZO80311)
Pages: 31
Publication Date: December 1998
Notes: Prepared by the South Carolina State Department of Education, Divisions of Development and Education Initiatives/Office of Research and Assessment.
Available from: EDRS Price MF01/PC02 Plus Postage.
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; South Carolina
Government Level: State

The Cognitive Skills Assessment Battery (CSAB) measures student readiness to begin first grade. It is the assessment used by South Carolina to measure the readiness of each student and to plan an appropriate program for each child. In fall 1998, 81.2% of the first graders (43,568 of 53,640 students) met the readiness standard for South Carolina (a score of 88), a larger percentage than scored ready the preceding year. The percentage of first graders meeting the standard has increased 9.3 percentage points since 1995. Increases in students passing the state standard were noted for African American, White, but decreases were seen for Asian-American Hispanic and Native American students. Only 58.5% of Hispanic students met the standard, while 87.7% of White students met it. Females were more likely than males to meet the standard, and students who were not eligible for reduced-price lunch were more likely to meet the standard (89.4%) than those who were eligible for reduced price lunch (82.2%). In addition, students who attended kindergarten were more likely to meet the standard. Recommendations are made for increasing the numbers of students meeting the state readiness standard. (Contains 10 figures and 7 tables.) (SLD)

Descriptors: *Elementary School Students; Ethnicity; *Grade 1; Kindergarten Children; Primary Education; *Racial Differences; *School Readiness; School Readiness Tests; Standards; State Programs; Student Evaluation; *Test Results; Testing Programs
Identifiers: *Cognitive Skills Assessment Battery; *South Carolina

ED431548 PS027742
Title: Disabilities & Transitions.