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

School Readiness: Research

ERIC Documents

How to Obtain ERIC documents and journal articles

ED462495 UD034775
Title: The Effect of Increasing Welfare Mothers' Education on Their Young Children's Academic Problems and School Readiness. JCPR Working Paper.
Author(s) Magnuson, Katherine A.; McGroder, Sharon M.
Author Affiliation: Joint Center for Poverty Research, IL.(BBB36291)
Pages: 35
Publication Date: February 12, 2002
Sponsoring Agency: National Inst. of Child Health and Human Development (NIH), Bethesda, MD. (BBB00456)
Contract No: 2-U01-HD30947-071-R01-HD38762-02
Report No: JCPR-WP-280
Available from: EDRS Price MF01/PC02 Plus Postage.
Language: English
Document Type: Reports--Research (143)
Geographic Source: U.S.; Illinois
Journal Announcement: RIEAUG2002

This study investigated the effect of welfare mothers' educational attainment on their young children's academic outcomes and school readiness. Data came from the National Evaluation of Welfare to Work Strategies Child Outcomes Study. Welfare recipients with young children residing in three cities were randomly assigned to participate in either an education-first program or a work-first program. A control group received no additional programming. Data were collected on client characteristics, prior welfare receipt, past educational attainment, current educational activities, employment history, and demographics. Mothers completed surveys about their attitudes toward work and welfare, barriers to employment, and mental health. At baseline, mothers' math and reading skills were assessed. Approximately 2 years after assignment, a follow-up survey collected information on participants' education and employment experiences. Mothers answered questions about their children's problems in school. The Bracken Basic Concepts Scale/School Readiness Composite was administered to a focal child in each family. Researchers used experimentally induced differences in mothers' education to estimate Instrumental Variable (IV) models. Increases in maternal education significantly and positively associated with children's academic school readiness and negatively associated with children's academic problems. The IV models produced larger, although less precise, estimates than conventional regression. It is recommended that policymakers consider a variety of ways to increase maternal education in combination with employment. (Contains 28 references.) (SM)

Descriptors: *Academic Achievement; Child Development; *Educational Attainment; Elementary Secondary Education; *Mothers; *Parent Influence; *School Readiness; *Welfare Recipients; Young Children
Identifiers: Welfare to Work Programs

ED456129 TM033186
Title: Using Testlets To Identify Cognitive Domains Measured by a Kindergarten Diagnostic Assessment.
Author(s) Miller-Whitehead, Marie
Pages: 25
Publication Date: June 03, 2001
Available from: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
Document Type: Reports--Research (143)
Geographic Source: U.S.; Alabama

This study examined a 20-item diagnostic assessment designed to assess readiness of preschool children for kindergarten. Examination of student scores on the individual items of the assessment led to the proposal of the extraction of testlets composed of groups of related items to use information about students' scores better. This approach results in an assessment that essentially is composed of several one-dimensional testlets or blocks that can be scored as scales for achievement or ability on one domain, such as verbal skills. Several simple testlet models, created by principal component analysis and tested by confirmatory factor analysis, are presented, interpreted for the underlying construct, and evaluated. (Contains 5 tables and 40 references.) (Author/SLD)

Descriptors: *Diagnostic Tests; Early Childhood Education; Kindergarten; *Preschool Children; *School Readiness; *Test Use
Identifiers: *Cognitive Domain; *Testlets

ED453250 TM032787
Title: Evaluation of a Kindergarten Diagnostic Assessment Instrument by Gender and Ethnicity.
Author(s) Miller-Whitehead, Marie
Pages: 67
Publication Date: April 13, 2001
Notes: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).
Available from: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; Tennessee

Prekindergarten students (n=1,137) in an ethnically and socio-economically diverse urban public school took a kindergarten diagnostic assessment in September prior to entry into the regular kindergarten program. The assessment was a pilot version of a longer instrument that had been used at the school for several years. Results were used for placement, program planning (class size and multiage grouping), remediation, instructional improvement, and counseling with parents. The results of the diagnostic assessment were evaluated to determine differences in student readiness for kindergarten by gender, ethnicity, socioeconomic status, and English language proficiency. The objective of this analysis was to determine the reliability and validity of the newer, abbreviated version of the kindergarten assessment and its usefulness in making decisions about individuals and groups of students. This paper provides examples of item domain goals and objectives, identifies items that could be useful to equate with other prekindergarten assessments, examines differences in skill attainment for male and female children from ethnic minority groups not identified as Limited English Proficient (LEP) or English Language Learners (ELL) and provides comparisons of several approaches for psychometric evaluation of test items including the transformed item difficulty index, normal curve equivalents, item characteristic curves, and two-parameter Rasch modeling. Implications for assessment and instruction of children from different cultural and ethnic backgrounds are discussed as well as implications for addressing differences in skills attainment for male and female children as they progress through school. Three appendixes contain a correlation matrix for three assessments, a table of sample norms, and a table of normal curve equivalents. (Contains 8 tables, 12 figures, and 58 references.) (Author/SLD)

Descriptors: *Diagnostic Tests; Educational Planning; *Ethnicity; Kindergarten; *Kindergarten Children; Preschool Children; Primary Education; Public Schools; Reliability; *School Readiness; Screening Tests; *Sex Differences; Student Placement; Test Format; *Test Use; Validity

ED452951 PS029400
Title: How Are Transition-to-Kindergarten Activities Associated with Parent Involvement during Kindergarten?
Author(s) Rathbun, Amy H.; Hausken, Elvira Germino
Pages: 21
Publication Date: April 2001
Notes: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; District of Columbia

This study identified the types of transition activities practiced by kindergarten teachers/schools around the country, the relation of various school characteristics to transition activities, and the relation between transition activities and parent involvement during kindergarten. The study sample was comprised of 2,826 public school and 417 private school kindergarten teachers participating in the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99. Data were obtained from teacher and administrator questionnaires. Findings indicated that teachers used an average of three transition activities, the most common being phoning and sending information home about the program, inviting parents and children to visit the classroom prior to beginning school, and inviting parents to a pre-enrollment orientation. Teachers in schools with low proportions of at-risk children, minority children, or English language learners reported more transition activities than teachers in schools with higher proportions of these groups. Compared with teachers in public and other private schools, significantly higher proportions of teachers in Catholic schools reported telephoning or sending home information, hosting pre- enrollment visits by parents and children, and shortening school days at the start of the kindergarten year. Teachers in schools with lower proportions of low-income or minority families reported greater parent attendance at conferences, open houses, and art/music events. The proportion of parents volunteering regularly was associated with the proportion of low-income families. Regular parent volunteers were most prevalent in private schools. Several transition activities were associated positively with parent participation. Contains 10 references and 5 tables. (KB)

Descriptors: Administrator Attitudes; Catholic Schools; Comparative Analysis; Family School Relationship; Institutional Characteristics; *Kindergarten; Kindergarten Children; Longitudinal Studies; Outreach Programs; *Parent Participation; *Parents; *Preschool Teachers; Primary Education; Private Schools; Public Schools; *School Readiness; Teacher Behavior; *Transitional Programs
Identifiers: Early Childhood Longitudinal Survey; *Transitional Activities

ED458022 PS029871
Title: Ready for Success: Annual Report of the Michigan School Readiness Program. Longitudinal Evaluation.
Author(s) Xiang, Zongping; Schweinhart, Lawrence J.
Author Affiliation: High/Scope Educational Research Foundation, Ypsilanti, MI.(BBB04423)
Pages: 45
Publication Date: January 30, 2001
Sponsoring Agency: Michigan State Board of Education, Lansing. (MVK50092)
Available from: EDRS Price MF01/PC02 Plus Postage.
Document Type: Reports--Evaluative (142)
Geographic Source: U.S.; Michigan

The Michigan School Readiness Program (MSRP), a state-initiated and state-funded preschool program, serves more than 20,000 four-year-olds identified as being at risk for school failure each year. A longitudinal evaluation followed 2 cohorts selected from 7 sites from kindergarten through Grade 3 for Cohort 1 and through Grade 2 for Cohort 2. Each cohort was comprised of one MSRP group and a no-program group similar in age and background. Fourth-year findings show strong evidence for both cohorts for MSRP effects in reducing grade retention. Other program effects were found for Cohort 1, which had more complete data than Cohort 2, on promoting school readiness through Grade 3, promoting child development at kindergarten, and enhancing parenting involvement in school activities. (Appended are additional data analysis for 1999-2000. Nine data tables complete the report.) (KB)

Descriptors: Child Development; Early Childhood Education; Elementary School Students; Grade Repetition; *Learning Readiness; Parent Participation; *Preschool Children; *Program Effectiveness; Program Evaluation; *School Readiness; State Programs
Identifiers: *Michigan

ED458998 PS029967
Title: Improving Children's Readiness for School: Preschool Programs Make a Difference, but Quality Counts!
Author(s) Denton, David R.
Author Affiliation: Southern Regional Education Board, Atlanta, GA.(IEE81377)
Pages: 27
Publication Date: 2001
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: Southern Regional Education Board, 592 10th Street, NW, Atlanta, GA 30318-5790 ($5). Tel: 404-875-9211; Fax: 404-872-1477; e-mail: publications@sreb.org; Web site: http://www.sreb.org.
Document Type: Reports--Evaluative (142)
Geographic Source: U.S.; Georgia

This report examines the evidence that high-quality preschool programs can help to improve the school readiness of at-risk children, focusing on 10 programs that have been the subjects of careful evaluations. These programs include four well-known "model programs" (High/Scope Perry Preschool Project, the Carolina Abecedarian Project, the Chicago Child-Parent Centers, and the New York State Experimental Prekindergarten program) and the federal Head Start program, as well as state programs in Florida, Georgia, Maryland, South Carolina, and Texas. The report concludes with a discussion of the characteristics that distinguish these programs as high-quality in the areas of health and safety standards, student-to-teacher ratios and class size, teacher qualifications and compensation, curricula, and parent involvement. (Contains 13 references.) (KB)

Descriptors: At Risk Persons; *Educational Quality; *Preschool Children; *Preschool Education; Program Descriptions; Program Effectiveness; *School Readiness
Identifiers: Carolina Abecedarian Project NC; Chicago Child Parent Centers IL; High Scope Model; Perry Preschool Project; Project Head Start

ED454960 PS029581
Title: A Longitudinal Research Report on the Early Childhood Development Program: The Half-Day Child Development Program for Four-Year-Olds, 1997-98.
Author(s) Yao, Wei; Snyder, Cathi; Burnett, David; Lindsay, Sandra; Tenenbaum, Inez M.
Author Affiliation: South Carolina State Dept. of Education, Columbia.(UZO80311)
Pages: 32
Publication Date: December 2000
Available from: EDRS Price MF01/PC02 Plus Postage.
Document Type: Numerical/Quantitative Data (110); Reports--Evaluative (142)
Geographic Source: U.S.; South Carolina
Government Level: State

The Education Improvement Act of 1984 established the half-day child development program in South Carolina for 4- year-olds to help children who were most at risk for school failure get ready to learn before they entered the first grade. Students in the program met from 2 to 2.5 hours per day and used the High/Scope Preschool Curriculum. Each classroom was staffed with a teacher certified in early childhood education and one assistant, serving up to 20 children. This study used longitudinal data to determine whether students in the 1997-98 half-day child development program were equally ready for the first grade when compared with randomly sampled, similar South Carolina students and whether the program had differential effects upon school readiness for different groups of children. Findings indicated that the program had a positive effect in reducing the degree of risk for student readiness at the first grade. Program participants had a level of school readiness equivalent to that of nonprogram students. Significantly more females and Hispanic students in the 4-year-old program scored ready for the first grade than did the females and Hispanic students who were not in the program. Recommendations based on screening findings include refining the guidelines for identifying at-risk students, using student demographic information to better identify variables responsible to early intervention, placing students in different types of programs based on screening results, and investigating instructional curricula and strategies to determine their effect on improving school readiness. (Appendices include information on statistical analyses, data tables, school readiness trend comparisons between program and nonprogram participants, and comparisons across gender, ethnic groups, and family income groups.) (KB)

Descriptors: At Risk Persons; Early Intervention; Full Day Half Day Schedules; Longitudinal Studies; *Outcomes of Education; *Preschool Children; *Preschool Education; Preschool Evaluation; *Program Effectiveness; Program Evaluation; *School Readiness
Identifiers: High Scope Model; South Carolina

ED443588 PS028751
Title: Public Support of Prekindergarten Education for School Readiness in Nevada.
Author(s) Rogers, Sharon
Author Affiliation: Nevada State Dept. of Education, Carson City.(PLP58165)
Pages: 40
Publication Date: August 2000
Available from: EDRS Price MF01/PC02 Plus Postage.
Document Type: Reports--Evaluative (142)
Geographic Source: U.S.; Nevada
Government Level: State

Noting that kindergarten teachers in Nevada report that many children enter school with considerable delays in language and vocabulary, this report focuses on the public support of prekindergarten education for school readiness in Nevada. The report discusses the purposes and benefit of early childhood education, examines the initiatives of other states and countries with regard to prekindergarten education, and identifies prekindergarten programs already operating in Nevada. Presented in tabular format is information on prekindergarten education in Nevada for fiscal year 1999, including the main funding source, numbers of children served, and average cost per child. The report also details criteria for a high quality prekindergarten program and makes recommendations for developing an early childhood agenda that promotes school readiness in Nevada's children. The report concludes with recommendations for the state legislature to increase education funding for successful early childhood programs and to commission a legislative interim study to develop a plan for a comprehensive system of early care and education in Nevada. Appended is a copy of the National Governors' Association Briefing on Nevada and a table delineating state ranks on their financial commitments to child care and early education. (Contains approximately 90 references.) (KB)

Descriptors: Educational Attitudes; Educational Quality; Financial Support; Preschool Children; *Preschool Education; *Public Opinion; Public Policy; *Public Support; *School Readiness
Identifiers: Nevada

ED444729 PS028814
Title: Michigan School Readiness Program Product Evaluation Report, 1999-2000.
Author Affiliation: Saginaw Public Schools, MI. Dept. of Evaluation Services.(BBB19595)
Pages: 65
Publication Date: July 2000
Notes: For other "Michigan School Readiness Program Product Evaluation Reports," see PS 028 811-813, ED 405 088, and ED 405 074. Appendix may not reproduce adequately.
Available from: EDRS Price MF01/PC03 Plus Postage.
Document Type: Reports--Evaluative (142)
Geographic Source: U.S.; Michigan

The Michigan School Readiness Program (MSRP) is a state-funded prekindergarten program in Saginaw for 4-year-olds from the inner city with the goal of providing an environment that develops school readiness skills. The seven program components are: cognitive, psychomotor, affective, parent participation/education, curriculum, staff development, and community collaboration/participation. An annual evaluation was conducted for the 1999-2000 school year. A total of 306 students attended the program at 1 of 10 sites. The Prekindergarten Saginaw Objective Reference Test was used to assess student achievement on a posttest-only basis. The Affective Rating Scale assessed affective objectives on a pre-post basis. Findings indicate that MSRP students attained all the cognitive, psychomotor, and affective objectives. All objectives related to parent participation through classroom participation, parent meetings, and completion of home activities with the children were met successfully. The Early Childhood Education Curriculum Committee met four times and discussed full-day kindergarten, kindergarten reading and mathematics materials, literacy and language development frameworks, and issues in implementing new reading and math series. The program supervisor participated on county level committees. All staff attended at least 75 percent of the inservice training offered. It was concluded that the MSRP program in its eleventh year of operation was very successful, having achieved all 26 objectives. It was recommended that the teachers and program supervisor jointly explore alternative ways to involve employed parents in their children's education and that building differences in program effectiveness be examined. (Eight appendices include a description of the program, data collection instruments, and data by school building.) (KB)

Descriptors: Cognitive Development; Cognitive Measurement; Cognitive Objectives; Early Intervention; *Educational Assessment; Evaluation Criteria; *High Risk Students; Inner City; Outcomes of Education; Parent Participation; Parent Role; Parent School Relationship; Parent Teacher Cooperation; Partnerships in Education; Performance; *Preschool Children; Preschool Education; Program Effectiveness; Program Evaluation; Psychomotor Objectives; *School Readiness; *State Programs
Identifiers: Prekindergarten Saginaw Objective Reference Test; Saginaw City School System MI

ED444725 PS028810
Title: Prekindergarten Program Product Evaluation Report, 1999-2000.
Author Affiliation: Saginaw Public Schools, MI. Dept. of Evaluation Services.(BBB19595)
Pages: 49
Publication Date: July 2000
Notes: For other "Prekindergarten Program Product Evaluation Reports," see PS 028 807-809, ED 405 082, and ED 401 993. Appendix C may not reproduce adequately.
Available from: EDRS Price MF01/PC02 Plus Postage.
Document Type: Reports--Evaluative (142)
Geographic Source: U.S.; Michigan

The Saginaw Prekindergarten Program is designed to provide 4-year-olds with an environment that will enable them to develop skills needed for future success in school, and to prepare inner city children for entry into kindergarten. The objectives of the program include specific achievements in 16 cognitive skills, psychomotor skills, and parental participation areas. An annual evaluation was conducted for the 1999-2000 school year. A total of 309 children from 13 schools participated in the program. The Prekindergarten Saginaw Objective Reference Test assessed student achievement on a posttest-only basis. Teachers recorded the amount and type of parent participation throughout the year. Findings indicated that students attained all the cognitive objectives and three of the four psychomotor objectives. In comparison to 1999 data, seven objectives showed minor decreases in the percent of pupils meeting the mastery criteria while five objectives showed increases. All objectives related to parent participation through classroom participation, parent meetings, and completion of home activities with the children were met successfully. It was concluded that the Saginaw Prekindergarten Program was very successful in 1999-2000, having attained 15 of the 16 program objectives. It was recommended that building differences in results be examined and that the teachers and program supervisor jointly explore reasons for relatively poor achievement on one of the psychomotor objectives and develop an instructional management system which will lead to attaining this objective. (Six appendices include the prekindergarten objectives, data collection instructions, and tabulated data by building.) (KB)

Descriptors: Cognitive Development; Cognitive Measurement; Cognitive Objectives; Early Intervention; *Educational Assessment; *High Risk Students; *Outcomes of Education; Parent Participation; Parent Role; Parent School Relationship; Parent Teacher Cooperation; Partnerships in Education; *Preschool Children; Preschool Education; Program Effectiveness; Program Evaluation; Psychomotor Objectives; *School Readiness
Identifiers: Prekindergarten Saginaw Objective Reference Test; Saginaw City School System MI

ED441609 PS028626
Title: SREB States Lead the Way: Getting Children Ready for the First Grade. SREB Educational Benchmarks 2000 Series.
Author(s) Denton, David R.
Author Affiliation: Southern Regional Education Board, Atlanta, GA.(IEE81377)
Pages: 24
Publication Date: March 2000
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: Southern Regional Education Board, 592 10th Street, N.W., Atlanta, GA 30318. Tel: 404-875-9211; Web site: http://www.sreb.org.
Document Type: Reports--Evaluative (142)
Geographic Source: U.S.; Georgia

This report describes the progress that the 16 states in the Southern Regional Education Board (SREB) region have made in meeting the first of the Goals for Education 2000: that all children will be ready for first grade. The report describes SREB states' efforts in: (1) increasing the percentage of at-risk children served by prekindergarten and kindergarten programs; (2) providing programs and services to support preschool children and their families; (3) assessing all children's readiness before the beginning of first grade; (4) establishing programs in 100 percent of the districts to help children who are not ready for first grade; and (5) providing programs to meet children's needs for other types of care. Among the major findings are the following: The number of children served in state-funded prekindergarten programs increased from 80,000 children in 1989 to more than 400,000 children in 2000, more than the number served by Head Start. In seven SREB states, the number of children served by Head Start and state programs equals or exceeds the number of children in poverty. From 1989 to 2000, the number of SREB states requiring kindergarten increased from 5 to all 16. Every state has a reading initiative that helps schools identify first graders needing additional help. Thirteen SREB states have immunization rates equal to or higher than the national average. Every SREB state has a federally approved plan to reduce the number of children without health insurance. The report concludes by asserting that although much has been done to prepare children for school, many needs remain. (Contains 18 references.) (KB)

Descriptors: Benchmarking; Compensatory Education; Early Childhood Education; Early Experience; *Elementary School Students; Enrollment; High Risk Students; *Learning Readiness; *Preschool Children; *School Readiness
Identifiers: *Goals 2000; Project Head Start; Southern Regional Education Board

ED440736 PS028471
Title: Points of Light: Third Year Report of the Michigan School Readiness Evaluation.
Author(s) Xiang, Zongping; Schweinhart, Larry; Hohmann, Charles; Smith, Charles; Storer, Eileen; Oden, Sherri
Author Affiliation: High/Scope Educational Research Foundation, Ypsilanti, MI.(BBB04423)
Pages: 74
Publication Date: February 28, 2000
Available from: EDRS Price MF01/PC03 Plus Postage.
Availability: High/Scope Educational Research Foundation, 600 North River Street, Ypsilanti, MI 48198-2898. Tel: 734-485-2000; Fax: 734-485-0704.
Document Type: Numerical/Quantitative Data (110); Reports--Evaluative (142)
Geographic Source: U.S.; Michigan

The Michigan School Readiness Program (MSRP) is the state's early childhood education pro*gram for 4-year-olds at risk of school failure. This report details previous findings from the longitudinal study of two cohorts of MSRP children from kindergarten through the primary grades, current findings from the 1998-99 school year, program quality and risk factor data, and the grantee evaluation support project. The program includes a child development component providing age-appropriate activities to promote intellectual and social growth, and a family support and guidance component. Year 3 of the evaluation focused on testing for Cohort 1 MSRP program effects over and above effects of key background variables. Findings indicated that after controlling for site differences, participants' characteristics, and socioeconomic status, MSRP students remained significantly higher in overall development in kindergarten and received higher ratings on some aspects of school readiness, compared to non-MSRP students. The Cohort 1 MSRP students had a lower grade retention rate than the comparison group by the end of Grade 2. Site variability in program effects suggested a need for further development in curriculum, instructional staff, and philosophy. Also, MSRP program quality was generally high, although lower quality was found related to organizational and instructional issues and lack of outdoor play space. The rate and prevalence of child risk factors have been quite stable. A Grantee Evaluation Support Project (GESP) provides training workshops, custom support activities, and print materials to improve local programs. Findings regarding the GESP revealed the need for quantitative data to substantiate progress. (Data tables are appended.) (KB)

Descriptors: Child Development; *Early Childhood Education; *Early Intervention; Educational Quality; High Risk Students; Longitudinal Studies; Outcomes of Education; Parent Participation; *Preschool Children; *Program Effectiveness; Program Evaluation; *School Readiness; State Programs
Identifiers: *Michigan

At a large Midwestern university, the distance learning administration has recently found a need to develop a preassessment instrument for its distance learning students. The instrument would be made available to students to help them determine their readiness for the unique nature of distance learning. This study sought to determine whether the student characteristic of self-directedness correlates with student success in Web-based courses, as defined by course grade. The researchers chose to implement the Self-Directed Learning Readiness Scale (SDLRS) (Guglielmino, 1977), a 58-item, 5-point Likert instrument that was e-mailed to all Web based students. The researchers asked Web-based instructors to provide letter grades for the students and give their assessments of each student's habits and attitudes for success in the course and each student's technical skills. Seventeen students returned completed instruments, and instructors provided data on 39 Web based students. The results of the study show that self-directedness was not a good indicator of success. The instructors' ratings of students' attitudes and habits was the best indicator, and students' technical skills were a good indicator in a smaller sample in which students' grades were higher. The challenges of gathering data from distance education students are also discussed. (Author/SLD)

Descriptors: *Academic Achievement; College Faculty; *College Students; *Correlation; *Distance Education; Higher Education; *School Readiness; *Student Attitudes; Student Evaluation; World Wide Web
Identifiers: *Self Direction

ED450904 PS029246
Title: Map and Track: State Initiatives for Young Children and Families. 2000 Edition.
Author(s) Cauthen, Nancy K.; Knitzer, Jane; Ripple, Carol H.
Author Affiliation: Columbia Univ., New York, NY. National Center for Children in Poverty. (BBB27760)
Pages: 183
Publication Date: 2000
Notes: For 1999 edition, see ED 433 102.
Sponsoring Agency: Annie E. Casey Foundation, Baltimore, MD. (BBB32721)
ISBN: 0-926582-25-9
Available from: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
Availability: National Center for Children in Poverty, Columbia School of Public Health, 154 Haven Avenue, New York, NY 10032; Tel: 212-304-7100; Fax: 212-544-4200; Tel: 212-544-4201; Web site: http://www.nccp.org ($19.95 includes postage and handling. Checks should be made payable to Columbia University).
Document Type: Numerical/Quantitative Data (110); Reports--Research (143)
Geographic Source: U.S.; New York

This third biennial "Map and Track" examines state-level efforts to promote positive outcomes for young children, including efforts to enhance children's economic security, healthy growth and development, and school readiness. The report provides information about the following types of state-funded child development and family support efforts in each of the states and the District of Columbia: (1) state supported programs with a central focus on child development or family support; (2) states' efforts to prepare children for school and state kindergarten requirements; and (3) early childhood systems development. Analysis was based on information from the Current Population Survey. Chapter 1 of the report provides an overview of the framework and data collection methods. Chapter 2 provides the findings on state child development and family support efforts. Chapter 3 summarizes secondary source data on state efforts to promote family economic security. Chapter 4 reviews the major findings and provides suggestions for future state early childhood efforts. Following these chapters are individual state profiles for the 50 states and the District of Columbia, accompanied by a reader's guide that provides detailed information about the data, data sources, and dates of data collection. Three appendices include demographic summary tables, technical information on demographic statistics, and tables delineating staff efforts to promote family economic security. (KB)

Descriptors: *Child Health; *Child Welfare; *Children; Comprehensive Programs; Early Childhood Education; Family Financial Resources; *Family Programs; Financial Support; Poverty; Program Descriptions; *School Readiness; Social Indicators; *State Programs; State Surveys; Statistical Surveys; Welfare Services; Well Being
Identifiers: Family Support; Indicators; State Policy; Welfare Reform; Welfare to Work Programs

ED446875 PS029033
Title: Readiness for School: A Survey of State Policies and Definitions.
Author(s) Saluja, Gitanjali; Scott-Little, Catherine; Clifford, Richard M.
Author Affiliation: National Center for Early Development & Learning, Chapel Hill, NC. (BBB35605); SERVE: SouthEastern Regional Vision for Education. (BBB29603)
Pages: 55
Publication Date: 2000
Notes: In: Early Childhood Research & Practice: An Internet Journal on the Development, Care and Education of Young Children, Fall 2000; see PS 029 032.
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)
Contract No: R307A60004RJ906006701
Available from: EDRS Price MF01/PC03 Plus Postage.
Document Type: Reports--Research (143)
Geographic Source: U.S.; North Carolina

Understanding the condition of children as they enter school can provide clues to help parents and teachers understand children's performance later in their school career. This information can also provide teachers with essential guidance for individualizing the curriculum to help children learn more effectively. Finally, assessment of the condition of children could be an important part of accountability measurement. This study examined what states are doing with regard to defining and assessing the condition of children as they enter school, often referred to as readiness for school. Early childhood state representatives in each of the 50 states were contacted and interviewed regarding their state's policies on children's readiness for kindergarten. Findings indicated that as of January 2000: (1) age was the criterion most often used to determine eligibility for kindergarten; (2) no state had an official statewide definition of school readiness; (3) several states were studying the issue of school readiness; and (4) local school districts were often making decisions about how children should be assessed and how data on children should be used. (Contains 14 references.) (Author/EV)

Descriptors: Age Grade Placement; Definitions; Early Childhood Education;*Educational Policy; Evaluation Criteria; Kindergarten; Kindergarten Children; *Learning Readiness; Policy Analysis; School Entrance Age; *School Readiness; *State Standards; State Surveys; Student Evaluation

ED458030 PS029879
Title: Kentucky Preschool Evaluation Project, 1998-1999. Final Report.
Author(s) Hemmeter, Mary Louise; Townley, Kim; Wilson, Stephen; Epstein, Ann; Hines, Huyi
Author Affiliation: Kentucky Univ., Lexington. Inst. on Education Reform.(BBB31771)
Pages: 79
Publication Date: December 1999
Available from: EDRS Price MF01/PC04 Plus Postage.
Document Type: Reports--Evaluative (142)
Geographic Source: U.S.; Kentucky

This evaluation of the Kentucky Preschool Program (KPP) focused on two broad areas: (1) readiness for kindergarten; and (2) promotion of language and literacy in the classroom and at home. Key findings include the following: (1) most children who were ineligible because of family income status successfully transitioned to kindergarten; (2) several differences were found between groups of children rated as more and as less prepared for kindergarten than other children, including differences in academic motivation, independence, social-emotional status, relationships with others, and family composition; (3) guidelines were developed for parents and teachers to provide experiences and activities to promote kindergarten readiness skills; (4) the primary reasons parents chose not to enroll their child in KPP were that their child was too young, they wanted to keep their child home with them, and logistical concerns; (5) key language and literacy experiences that teachers consistently implement included reading to children and providing follow-up activities related to stories; and (6) important language/literacy experiences not consistently occurring in preschool classrooms included book availability, writing utensils, and the use of strategies to extend children's play and support higher level thinking. Recommendations stemming from this and previous evaluation findings included studying further the program's eligibility criteria, summarizing readiness indicators and key experiences in a variety of formats for different stakeholders, and implementing a systematic professional development program focusing of teachers' use of recommended practices in language and literacy development and support of parents' use of these practices at home. (Eight appendices include data collection instruments.) (KB)

Descriptors: Educational Practices; Eligibility; *Emergent Literacy; Family Literacy; *Learning Readiness; Outcomes of Education; *Preschool Children; *Preschool Education; *Program Effectiveness; Program Evaluation; Research Needs;*School Readiness; State Programs; Student Adjustment; Transitional Programs
Identifiers: *Kentucky

An electronic decision making process was studied as an approach to an educational problem. Data suggested that students beginning kindergarten in large southern urban areas were not prepared cognitively or socially for a successful school experience. Twenty experts in early childhood education were invited to attend one of two sessions in a university business school team decision productivity laboratory. During each session the participants were asked to identify the key characteristics of an ideal prekindergarten education program, rate the characteristics of the entire group, and identify programs they felt best embodied these characteristics. Both groups arrived at similar key characteristics of effective key programs and produced numerous examples of these programs. The power of the decision laboratory was seen in the collaborative work process. Using networked computers, participants contributed ideas and opinions on the prompts, simultaneously and anonymously, during electronic brainstorming. The technology also enabled participants to rate or rank all responses, accelerating group consensus while eliminating group intimidation. Appendixes describe the group systems software used and outline the Birmingham, Alabama, goals for school readiness for all children. (Contains 11 references.) (SLD)

Descriptors: Computer Networks; Computer Uses in Education; *Decision Making; Educational Policy; *Educational Research; *Electronic Mail; Kindergarten; Kindergarten Children; *Online Systems; Primary Education; Research Methodology; *School Readiness; Urban Schools
Identifiers: *Experts

ED433154 PS027964
Title: A Six-County Study of the Effects of Smart Start Child Care on Kindergarten Entry Skills.
Author(s) Maxwell, Kelly; Bryant, Donna; Miller-Johnson, Shari
Author Affiliation: North Carolina Univ., Chapel Hill. Frank Porter Graham Center. (BBB04365)
Pages: 39
Publication Date: September 1999
Notes: Prepared by the FPG-UNC Smart Start Evaluation Team.
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: Web site: www.fpg.unc.edu/~smartstart; Tel: 919-966-4295.
Document Type: Reports--Research (143)
Geographic Source: U.S.; North Carolina

The purpose of this study was to determine whether children living in North Carolina who attended child care centers that participated in many Smart Start quality improvement efforts have better skills when they enter kindergarten than do a comparison group of children from other child care centers of family child care homes. Subjects were 214 Smart Start children and 294 comparison children. Within the group of Smart Start children, a subgroup of 142 were identified who attended centers participating in activities directly related to improving child care quality. Information on the cognitive, language, and social skills of all subjects was gathered as they began kindergarten. Findings indicated that when all 214 Smart Start children were compared with all comparison children, the skills of the two groups were not different. However, the Smart Start-direct subgroup did have significantly better cognitive and language skills than comparison children. Also, fewer children in this subgroup were rated by their kindergarten teachers has having behavior problems than children in the comparison group. The findings of this multi-county study support earlier single-county reports of the positive effects of Smart Start on children's outcomes. The findings suggest that Smart Start efforts need to be directly related to improving the quality of child care if they are to have an effect on children's school entry skills. (KB)

Descriptors: Comparative Analysis; Counties; *Day Care; Family Day Care; Kindergarten; *Kindergarten Children; Outcomes of Education; Preschool Education; Primary Education; Program Improvement; *School Readiness; *Student Adjustment
Identifiers: Day Care Quality; *Smart Start NC

ED434181 UD033112
Title: School Readiness Language Development Program: A Teacher Survey Report. Publication No. 701, Part C.
Author(s) Padi-Sandamela, Ambition; Maddahian, Ebrahim
Author Affiliation: Los Angeles Unified School District, CA.(BBB00297)
Pages: 42
Publication Date: August 1999
Notes: Cover page gives publication date as June 1999.
Available from: EDRS Price MF01/PC02 Plus Postage.
Document Type: Numerical/Quantitative Data (110); Reports--Evaluative (142); Test/questionnaires (160)
Geographic Source: U.S.; California

The School Readiness Language Development Program (SRLDP) is one of several programs developed in response to a court order to racially integrate the Los Angeles Unified School District (California). The program, developed for schools with high proportions of minority students, includes oral language development opportunities for 4 year-olds, a payment education component to enhance parenting skills, and staff development. Teachers were surveyed about the effectiveness of the program on their students' achievement. This summary presents results of the teacher survey, completed by 119 teachers from 88 schools. Most SRLDP teachers have solid teaching experience. Overall, they are highly satisfied with the workshops provided for staff development and very satisfied with the instructional program components they use in their programs. More than half of the teachers used literature, poetry, stories, and journals for all students, and more than half used oral language and English-as-a-Second-Language activities. A major obstacle teachers encountered was the lack of cooperation from parents. A small minority of teachers were overwhelmed by mandated reports and concerned about the lack of administrative support at the school site. Other major obstacles were the lack of classroom centers and convenient bathroom facilities. Recommendations are made for program continuation and improvement. Appendixes contain the tables and the teacher survey. (Contains 14 tables.) (SLD)

Descriptors: Early Childhood Education; *Language Acquisition; Minority Groups; *Parent Participation; Preschool Children; *Preschool Teachers; Program Effectiveness; Questionnaires; School Desegregation; *School Readiness; Tables (Data); *Teacher Attitudes; Teacher Surveys
Identifiers: *Los Angeles Unified School District CA

ED444728 PS028813
Title: Michigan School Readiness Program Product Evaluation Report, 1998-99.
Author Affiliation: Saginaw Public Schools, MI. Dept. of Evaluation Services.(BBB19595)
Pages: 64
Publication Date: July 1999
Notes: For other "Michigan School Readiness Program Product Evaluation Reports," see PS 028 811-814, ED 405 088, and ED 405 074. Appendix may not reproduce adequately.
Available from: EDRS Price MF01/PC03 Plus Postage.
Document Type: Reports--Evaluative (142)
Geographic Source: U.S.; Michigan

The Michigan School Readiness Program (MSRP) is a state-funded prekindergarten program in Saginaw for 4-year-olds from the inner city with the goal of providing an environment that develops school readiness skills. The seven program components are: cognitive, psychomotor, affective, parent participation/education, curriculum, staff development, and community collaboration/participation. An annual evaluation was conducted for the 1998-99 school year. A total of 306 students attended the program at 1 of 10 sites. The Prekindergarten Saginaw Objective Reference Test was used to assess student achievement on a posttest-only basis. The Affective Rating Scale assessed affective objectives on a pre-post basis. Findings indicate that MSRP students attained all the cognitive and affective objectives and three of the four psychomotor objectives. All objectives related to parent participation through classroom participation, parent meetings, and completion of home activities with the children were met successfully. The Early Childhood Education Curriculum Committee met four times and discussed curriculum issues, new kindergarten reading materials, all day kindergarten, and selection of kindergarten reading materials. The program supervisor participated on county level committees. All staff attended at least 75 percent of the inservice sessions offered. It was concluded that the MSRP program in its tenth year of operation was very successful, have achieved 25 of 26 objectives. It was recommended that reasons for relatively poor achievement on one of the psychomotor objectives be examined and that building differences in program effectiveness also be examined. (Eight appendices include a description of the program, data collection instruments, and data by school building.) (KB)

Descriptors: Cognitive Development; Cognitive Measurement; Cognitive Objectives; Early Intervention; *Educational Assessment; Evaluation Criteria; *High Risk Students; Inner City; Outcomes of Education; Parent Participation; Parent Role; Parent School Relationship; Parent Teacher Cooperation; Partnerships in Education; Performance; *Preschool Children; Preschool Education; Program Effectiveness; Program Evaluation; Psychomotor Objectives; *School Readiness; *State Programs
Identifiers: Prekindergarten Saginaw Objective Reference Test; Saginaw City School System MI

ED444724 PS028809
Title: Prekindergarten Program Product Evaluation Report, 1998-99.
Author Affiliation: Saginaw Public Schools, MI. Dept. of Evaluation Services.(BBB19595)
Pages: 49
Publication Date: July 1999
Notes: For other "Prekindergarten Program Product Evaluation Reports," see PS 028 807-810, ED 405 082, and ED 401 993. Appendix C may not reproduce adequately.
Available from: EDRS Price MF01/PC02 Plus Postage.
Document Type: Reports--Evaluative (142)
Geographic Source: U.S.; Michigan

The Saginaw Prekindergarten Program is designed to provide 4-year-olds with an environment that will enable them to develop skills needed for future success in school, and to prepare inner city children for entry into kindergarten. The objectives of the program include specific achievements in 16 cognitive skills, psychomotor skills, and parental participation areas. An annual evaluation was conducted for the 1998-99 school year. A total of 400 children from 14 schools participated in the program. The Prekindergarten Saginaw Objective Reference Test assessed student achievement on a posttest-only basis. Teachers recorded the amount and type of parent participation throughout the year. Findings indicate that students attained all the cognitive objectives and three of the four psychomotor objectives. In comparison to 1998 data, six objectives showed minor to major decreases in the percent of students meeting the mastery criteria. All objectives related to parent participation through classroom participation, parent meetings, and completion of home activities with the children were met successfully. It was concluded that the Saginaw Prekindergarten Program was very successful in 1998-99, having attained 15 of the 16 program objectives. It was recommended that building differences in results be examined and that the teachers and program supervisor jointly explore reasons for relatively poor achievement on one of the psychomotor objectives. (Six appendices include the prekindergarten objectives, data collection instructions, and tabulated data by building.) (KB)

Descriptors: Cognitive Development; Cognitive Measurement; Cognitive Objectives; Early Intervention; *Educational Assessment; *High Risk Students; Inner City; *Outcomes of Education; Parent Participation; Parent Role; Parent School Relationship; Parent Teacher Cooperation; Partnerships in Education; *Preschool Children; Preschool Education; Program Effectiveness; Program Evaluation; Psychomotor Objectives; *School Readiness
Identifiers: Prekindergarten Saginaw Objective Reference Test; Saginaw City School System MI

ED437225 PS028233
Title: Teacher and Parent Expectations for Kindergarten Readiness.
Author(s) Welch, Michael D.; White, Barzanna
Pages: 22
Publication Date: May 1999
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Reports--Research (143); Test/questionnaires (160)
Geographic Source: U.S.; Louisiana

Based upon the view that children learn better if their parents' and teachers' expectations are closely aligned, this study compared expectations of teachers and parents for school readiness skills and preparation required for entry into public school. A Likert rating scale was completed by 25 kindergarten/early childhood teachers and 104 parents of children enrolled in kindergarten/early childhood classes in one Louisiana school community. The survey was modified from one used in a national study on teacher opinion toward selected school readiness skills/preparation attributes. A multivariate analysis of variance was conducted to determine if significant differences existed between parents and teachers. Significant questions were examined using independent t-tests to determine the direction of the variation. Local teacher responses were compared to those in the national study. Significant differences were found between parents and teachers on 3 items of the 25-item survey. Parents were more likely than teachers to place importance on time set aside daily to practice school work, to believe that all children would be ready for first grade upon completion of kindergarten, and to place importance on knowing the letters of the alphabet before school entry. Teachers from both the local and the national study identified the same three attributes as essential or very important for children entering public school: (1) physically healthy, rested, and well nourished; (2) can communicate needs, wants, and thoughts verbally in the child's primary language; and (3) is enthusiastic and curious in approaching new activities. (The rating scale is appended. Contains 13 references.) (KB)

Descriptors: Kindergarten; Kindergarten Children; National Surveys; Parent Attitudes; *Parents; *Preschool Teachers; Primary Education; *School Readiness; Teacher Attitudes; *Teacher Expectations of Students
Identifiers: *Parent Expectations

ED430704 PS027653
Title: North Carolina's Smart Start Initiative: 1998 Annual Evaluation Report.
Author Affiliation: North Carolina Univ., Chapel Hill. Frank Porter Graham Center.(BBB04365)
Pages: 16
Publication Date: January 1999
Notes: For 1996-97 Annual Evaluation Report, see ED 423 975.
Sponsoring Agency: North Carolina State Dept. of Human Resources, Raleigh. (BBB19601)
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: Frank Porter Graham Child Development Center, Campus Box 8180, UNC-CH, 105 Smith Level Road, Chapel Hill, NC 27599-8180; Tel: 919-966-4295; e-mail: butts@unc.edu
Document Type: Reports--Evaluative (142)
Geographic Source: U.S.; North Carolina

Smart Start is a multi-disciplinary, comprehensive, community-based initiative to serve North Carolina children under age 6 and their families to ensure that all children enter school healthy and prepared to succeed. To achieve this, local county partnerships have focused both their attention and their funds on implementing child care programs, family programs, and health services. Evaluation strategies included measuring changes in child care quality, family functioning, and children's receipt of health services, and the long-term outcome of school success. This report highlights four main program goals: (1) children are healthy and prepared to succeed in school; (2) families effectively fulfill their role as primary providers, nurturers, and teachers; (3) high quality, affordable services for children and families will be available; and (4) North Carolina counties value children and families by providing options and resources, and encouraging collaboration. The report presents the main data collection strategies being used to evaluate progress for each goal, followed by brief summaries of recent results. The most significant findings to date are that child care quality improved as a result of Smart Start and that children from low-income families who attended a Smart Start-involved child care program were significantly more prepared for school than were similar children who attended other centers, or no centers at all. Speech problems were the most likely developmental problem to receive preschool treatment. Playground improvement grants did result in improved playground safety. Also noted was increased collaboration among individuals and agencies involved with young children and families. An appendix contains a list of reports from the Smart Start evaluation team. (KB)

Descriptors: *At Risk Persons; Child Health; Day Care; *Early Childhood Education; *Economically Disadvantaged; Elementary School Students; Health Services; Partnerships in Education; Poverty Programs; Preschool Children; Program Evaluation; *School Readiness; State Programs; Welfare Recipients; Welfare Services
Identifiers: North Carolina; *Smart Start

ED427863 PS027356
Title: Head Start Goes to School. Head Start--Public School Transition Project. 1992-1997 Final Evaluation Report.
Author(s) Mulholland, Lori; Heffernon, Rick; Shaw, Kathleen
Author Affiliation: Arizona State Univ., Tempe. Morrison Inst. for Public Policy. (BBB29478); Southwest Human Development, Inc., Phoenix, AZ.(BBB35034)
Pages: 103
Publication Date: December 1998
Notes: For 1995-1996 Evaluation Report, see ED 420 430.
Sponsoring Agency: Administration for Children, Youth, and Families (DHHS), Washington, DC. Project Head Start. (DHHS), Washington, DC. (BBB18795)
Available from: EDRS Price MF01/PC05 Plus Postage.
Document Type: Reports--Evaluative (142)
Geographic Source: U.S.; Arizona

The Arizona Head Start-Public School Transition Project was one of 31 federally created programs designed to improve low-income children's transition from Head Start to public schools through the third grade, making earlier interventions, and promoting continuity with the participation of parents, teachers, and community members. The Transition concept has promoted four primary family-centered services: developmentally appropriate education, health provision, family development, and parent involvement. Two consecutive cohorts of children entering kindergarten at different years were studied, with outcomes for children in the Transition treatment condition compared to those for children in a comparison condition. Analyses were conducted of outcomes for children, families, system and policy. Overall findings at the 5-year completion of the project indicate that the Transition Project produced few cognitive, social, or emotional results for Transition children, nor did it produce significant differences between Transition and Comparison families. The Project did influence systemic changes in educational practices and collaborative relationships. Based on findings, recommendations for agency and public policy include the following: programs should focus on attainable goals; accountability for results should be the cornerstone of new program designs and evaluations; future Health and Human Services (HHS) research should focus on determining the long-term effects of the Head Start Program, not solely on new demonstration projects; and new programs should align their goals with Welfare-to-Work reforms. (Three appendices include a summary of data collection instruments, a comparison of school practices and services as of 1996, and a summary of results of longitudinal findings and analysis.) (JPB)

Descriptors: Child Development; Child Development Centers; Child Health; Compensatory Education; Disadvantaged Youth; Early Childhood Education; Health Services; Low Income Groups; Mental Health; Parent Participation; *Preschool Children; Program Evaluation; *School Readiness; *Transitional Programs; Welfare Services
Identifiers: Arizona; Project Head Start

ED429663 PS027054
Title: Parenting through Play for School Readiness: Interim Report of Year One. Research Findings.
Author(s) Singer, Jerome L.; Singer, Dorothy G.
Author Affiliation: Yale Univ., New Haven, CT. Family Television Research and Consultation Center.(BBB17240); Media Group of Connecticut, Inc., Weston.(BBB35452)
Pages: 48
Publication Date: September 1998
Sponsoring Agency: National Inst. on Early Childhood Development and Education (ED/OERI), Washington, DC. (EDD00102)
Contract No: R307F70031
Available from: EDRS Price MF01/PC02 Plus Postage.
Document Type: Reports--Evaluative (142); Test/questionnaires (160)
Geographic Source: U.S.; Connecticut

A 2-year project was undertaken to develop, test, and distribute a video-based program to train low-income parents in engaging their 3- to 5-year-old children in highly motivating play techniques in order to enhance children's cognitive, social and motor skills for school readiness. An evaluation was conducted of the Year One phase of the training materials and procedures, and the effectiveness of the parent-training in leading to higher school readiness scores. The participants were the parents of 103 preschool children from inner city schools. The findings of the child assessments after 2 weeks of parent training indicate that children of parents who participated in the program showed significantly higher scores than the control children in the Total School Readiness Test, particularly in the areas of vocabulary, nature knowledge, general information, and awareness of good manners. This suggests that types of play-training methods and materials developed for the project can impact the ability of low-income parents to enhance their children's cognitive and social skills. (Twelve appendices include a list of participating schools, data on the child care centers, and copies of testing instruments and data collection materials.) (JPB)

Descriptors: Academic Achievement; At Risk Persons; Disadvantaged Youth; *Low Income Groups; Parent Child Relationship; Parent Education; Parent Influence; *Parent Participation; Parent Role; *Play; *Preschool Children; Preschool Education; Program Evaluation; *School Readiness; Student Behavior

ED437156 PS027156
Title: Kindergarten Transitions. Teachers: 48% of Children Have Transition Problems. NCEDL Spotlights Series, No. 1.
Author(s) Pianta, Robert; Cox, Martha
Author Affiliation: National Center for Early Development & Learning, Chapel Hill, NC. (BBB35605)
Pages: 4
Publication Date: July 1998
Notes: For other papers in the NCEDL Spotlights series, see PS 027 157-160.
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)
Report No: R307A60004
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Reports--Research (143)
Geographic Source: U.S.; North Carolina

This report, the first in the National Center for Early Development & Learning's (NCEDL) "Spotlight" series, is based on a summary of results from a national survey of nearly 3,600 kindergarten teachers by NCEDL. The survey identified teachers' areas of concern regarding transition to school, looked at transition practices, and asked teachers what barriers they see to implementing more transitions practices. Teachers reported that while 52 percent of children experience a successful entry into kindergarten, 48 percent have moderate or serious problems. Teachers were most frequently concerned about children's skills in following directions and academics. The most common practices teachers use to help children as they enter kindergarten are "a talk with parents after school starts," followed by "a letter to parents after the beginning of school" and "an open house after school starts." After summarizing several other results, the report also lists findings on the transition between kindergarten and first grade. The report ends with conclusions and implications of the study, including: (1) there is a poor fit between the expectations of kindergarten teachers and the skills of kindergartners; (2) the nation has a long way to go in ensuring that all children come to school ready to learn; and (3) teachers are talking to teachers about transitions, but teachers are not reaching parents about their children's transitions into first grade. (EV)

Descriptors: Adjustment (to Environment); *Kindergarten; Kindergarten Children; Primary Education; *School Readiness; Student Adjustment; *Teacher Attitudes; Teacher Surveys
Identifiers: *Transitional Activities

ED424001 PS026966
Title: Integrative Research and Intervention To Facilitate Child and Family Development, Education, Readiness for Head Start, and Family Self-Sufficiency.
Author(s) Lapidus, Leah Blumberg
Pages: 36
Publication Date: July 1998
Notes: Paper presented at the Head Start National Research Conference (4th, Washington, DC, July 9-12, 1998).
Available from: EDRS Price MF01/PC02 Plus Postage.
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; New York

This paper describes a project designed to facilitate and evaluate child and family mental health in the community, inside and outside of Head Start programs. Also detailed is a study of the effects of "Community Impact" programs and 6-week, focused, group interventions for children and families in programs predicted to increase children's emotional security and readiness for learning while enhancing the family interactions among Head Start-aged preschoolers, their parents, and caretakers. The study evaluated two initiatives: the effectiveness of existing community programs for families and of an innovative competence building program for culturally diverse groups coping with developmental stressors of parent/child interaction or more extreme stress and trauma. This Community Impact program provides such children's services as tutoring, early Head Start and enrichment activities; preschool, adolescent, and adult literacy programs; ESL instruction; drug rehabilitation; AIDS support; and food kitchens. Preliminary data suggest lasting benefits from these interventions. The 6-week differentiation focus group interventions, based on the Lapidus Active Mastery Model, involve training in normative development and goal setting, spatial relations, emotional intelligence, cognitive enrichment, and guided discussion of tasks' applications. Preliminary study results indicate that these group interventions improved coping skills; competencies; family interactions; education readiness in young children; achievement in older siblings, parents and caretakers; and self-sufficiency in all participants. (JPB)

Descriptors: *At Risk Persons; Child Development; Community Services; Coping; Early Intervention; Economically Disadvantaged; Family Environment; Family Health; *Family Programs; Outreach Programs; *Parent Child Relationship; *Preschool Education; Program Effectiveness; Program Evaluation; *School Readiness; Welfare Services
Identifiers: *Family Support; Project Head Start

ED444727 PS028812
Title: Michigan School Readiness Program Product Evaluation Report, 1997-98.
Author Affiliation: Saginaw Public Schools, MI. Dept. of Evaluation Services.(BBB19595)
Pages: 64
Publication Date: June 1998
Notes: For other "Michigan School Readiness Program Product Evaluation Reports," see PS 028 811-814, ED 405 088, and ED 405 074. Appendix may not reproduce adequately.
Available from: EDRS Price MF01/PC03 Plus Postage.
Document Type: Reports--Evaluative (142)
Geographic Source: U.S.; Michigan

The Michigan School Readiness Program (MSRP) is a state-funded prekindergarten program in Saginaw for 4-year-olds from the inner city with the goal of providing an environment that develops school readiness skills. The seven program components are: cognitive, psychomotor, affective, parent participation/education, curriculum, staff development, and community collaboration/participation. An annual evaluation was conducted for the 1997-98 school year. A total of 300 students attended the program at 1 of 10 sites. The Prekindergarten Saginaw Objective Reference Test assessed student achievement on a posttest-only basis. The Affective Rating Scale was used on a pre-post basis. Findings indicate that MSRP students attained all the cognitive, psychomotor, and affective objectives. All objectives related to parent participation through classroom participation, parent meetings, and completion of home activities with the children were met successfully. The Early Childhood Education Curriculum Committee met four times and discussed benchmarks in language arts, social studies, science, and mathematics. The program supervisor participated on county level committees. All staff attended at least 75 percent of the inservice sessions offered. It was concluded that the MSRP program in its ninth year of operation was very successful, having achieved all 26 objectives. It was recommended that building results be examined and that inservice education be expanded in the area of language enhancement. (Eight appendices include a description of the program, data collection instruments, and data by school building.) (KB)

Descriptors: Cognitive Development; Cognitive Measurement; Cognitive Objectives; Early Intervention; *Educational Assessment; Evaluation Criteria; *High Risk Students; Inner City; Outcomes of Education; Parent Participation; Parent Role; Parent School Relationship; Parent Teacher Cooperation; Partnerships in Education; Performance; Preschool Education; Program Effectiveness; Program Evaluation; Psychomotor Objectives; *School Readiness; *State Programs; *Young Children
Identifiers: Prekindergarten Saginaw Objective Reference Test; Saginaw City School System MI

ED444723 PS028808
Title: Prekindergarten Program Product Evaluation Report, 1997-98.
Author Affiliation: Saginaw Public Schools, MI. Dept. of Evaluation Services.(BBB19595)
Pages: 49
Publication Date: June 1998
Notes: For other "Prekindergarten Program Product Evaluation Reports," see PS 028 807-810, ED 405 082, and ED 401 993. Appendix C may not reproduce adequately.
Available from: EDRS Price MF01/PC02 Plus Postage.
Document Type: Reports--Evaluative (142)
Geographic Source: U.S.; Michigan

The Saginaw Prekindergarten Program is designed to provide 4-year-olds with an environment that will enable them to develop skills needed for future success in school, and to prepare inner city children for entry into kindergarten. The objectives of the program include specific achievements in 16 cognitive skills, psychomotor skills, and parental participation areas. An annual evaluation was conducted for the 1997-98 school year. A total of 444 children from 14 schools participated in the program. The Prekindergarten Saginaw Objective Reference Test assessed student achievement on a posttest-only basis. Teachers recorded the amount and type of parent participation throughout the year. Findings indicate that students attained all the cognitive objectives and three of the four psychomotor objectives. Eleven of the achievement objectives showed decreases in the percent of students meeting the mastery criteria in comparison to 1997 data. All objectives related to parent participation through classroom participation, parent meetings, and completion of home activities with the children were met successfully. It was concluded that the Saginaw Prekindergarten Program was very successful in 1997-98, attaining 15 of the 16 program objectives, It was recommended that building differences in results be examined, that the teachers and program supervisor jointly explore reasons for relatively poor achievement on one of the psychomotor objectives, and that an inservice session on language enhancement activities may be warranted. (Six appendices include the prekindergarten objectives, data collection instructions, and tabulated data by building.) (KB)

Descriptors: Cognitive Development; Cognitive Measurement; Cognitive Objectives; Early Intervention; *Educational Assessment; *High Risk Students; Inner City; *Outcomes of Education; Parent Participation; Parent Role; Parent School Relationship; Parent Teacher Cooperation; Partnerships in Education; *Preschool Children; Preschool Education; Program Effectiveness; Program Evaluation; Psychomotor Objectives; *School Readiness
Identifiers: Prekindergarten Saginaw Objective Reference Test; Saginaw City School System MI

ED429691 PS027469
Title: Supporting Pre-Kindergarten Children's Readiness for School Mathematics.
Author(s) Klein, Alice; Starkey, Prentice; Wakeley, Ann
Pages: 16
Publication Date: June 1998
Notes: Poster presented at the NIECDE Project Director's meeting (Washington, DC, June 8-10, 1998).
Sponsoring Agency: Department of Education, Washington, DC. (EDD00001)
Contract No: R307F60024
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; California

This study examined home and classroom support for early mathematical development. Teachers and parents of preschool children completed questionnaires evaluating young children's readiness for school mathematics. Teachers were selected from licensed preschool programs and Head Start programs. Findings indicated that a minority of teachers and parents did not believe that young children possessed types of mathematical knowledge which research has shown to be in their developmental range; that parents attributed more mathematical knowledge to pre-kindergarten children than their teachers did; and that a minority of teachers believed that children possessed math knowledge outside their developmental range. The surveys also revealed the extent of math activities provided to children in the home and at school, teacher's knowledge of curriculum, and the need for a comprehensive preschool math curriculum. Based on the findings, a pre-kindergarten math curriculum was developed, organized into topical units, each with a set of informal math activities accompanied by concrete materials, and including home and school components. Instructional approaches and professional development activities were included in the curriculum.(JPB)

Descriptors: Cognitive Development; Curriculum Development; *Mathematics Curriculum; Mathematics Instruction; *Mathematics Skills; Parent Attitudes; *Parent Role; Parent School Relationship; *Preschool Children; Preschool Education; *School Readiness; Teacher Attitudes; *Teacher Role

ED423068 PS026916
Title: The Effects of Smart Start Child Care on Kindergarten Entry Skills. FPG-UNC Smart Start Evaluation Report.
Author(s) Bryant, Donna; Bernier, Kathleen; Taylor, Karen; Maxwell, Kelly
Author Affiliation: North Carolina Univ., Chapel Hill. Frank Porter Graham Center.(BBB04365)
Pages: 26
Publication Date: June 1998
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: Frank Porter Graham Child Development Center, Attn: Marie Butts, 105 Smith Level Road, CB No. 8180, Chapel Hill, NC 27599-8180; phone: 919-966-4295; World Wide Web: http://www.fpg.unc.edu/~smartstart
Document Type: Reports--Research (143)
Geographic Source: U.S.; North Carolina

Helping families access affordable, quality child care has been the primary focus for the Orange County, North Carolina Smart Start Partnership for Young Children. This study investigated the effects of Smart Start efforts on children's skills at kindergarten entry. Kindergarten teachers rated the cognitive, language and social skills of 39 kindergartners who had attended child care in Orange County for at least 2 years at one of 12 child care centers participating intensely in Smart Start-funded quality improvement efforts. The teachers also rated the skills of 272 comparison children who had attended other child care programs or received no center-based child care. Findings indicated that children from low-income families who had attended Smart Start centers were rated significantly higher than were children from low-income families who had attended other centers. Children from middle-income families were rated significantly higher if they had attended any center-based child care before kindergarten compared to children who had not attended child care at all. Children in poverty were rated lower than children from non-poverty families. (Appendices contain copies of the evaluation instruments, examples of Smart Start activities, and demographic and other information from parent surveys.) (JPB)

Descriptors: *Day Care Centers; *Day Care Effects; *Economically Disadvantaged; Educational Objectives; Kindergarten; *Kindergarten Children; Learning Readiness; Low Income Groups; Outcomes of Education; Poverty; Poverty Programs; Primary Education; *School Readiness
Identifiers: North Carolina; *Smart Start

ED421237 PS026694
Title: Head Start's Impact on School Readiness in Ohio: A Case Study of Kindergarten Students.
Author Affiliation: Ohio State Legislative Office of Education Oversight, Columbus.(BBB28080)
Pages: 89
Publication Date: June 1998
Notes: For a related study, see ED 408 038.
Available from: EDRS Price MF01/PC04 Plus Postage.
Availability: World Wide Web: http://www.loeo.state.oh.us/pdf/HEfinal.pdf
Document Type: Reports--Research (143)
Geographic Source: U.S.; Ohio
Government Level: State

This is the second of two studies of Ohio's Head Start programs conducted by the Legislative Office of Education (LOEO) of Ohio. The first study described the implementation of Head Start in Ohio. This study looked at the impact of Head Start's education component by examining urban kindergarten students on selected measures of school readiness. LOEO's primary evaluation method was a case study of 1,230 kindergarten students who attended Dayton Public Schools in the 1996-97 school year. Former Head Start students were compared with those who had been in a Title I Preschool and those whose preschool experiences were unknown. The students were compared on selected school readiness measures: literacy readiness, social competency, and attendance rates. Results showed that: (1) kindergarten students who had been in Head Start did no better on any of the school readiness measures than students whose preschool experiences were unknown; (2) the Head Start group had significantly lower scores than the Title I Preschool group on four of seven scales measuring literacy readiness; and (3) the Head Start group had significantly lower ratings of social competency than the Title I group. Observation of 17 randomly selected Head Start classrooms and interviews with teachers revealed that: (1) classrooms are well-organized and caring environments, providing a variety of learning experiences; (2) areas of weakness include less emphasis on critical thinking, problem solving, and language and writing skills; (3) most kindergarten teachers hold low expectations about the need for specific early reading and math skills; and (4) in general, there is little consensus among or between Head Start and kindergarten teachers about the academic expectations that should be held for early learning. LOEO concludes that Head Start has the capacity to ensure that children are prepared to be successful in school, but that it needs to place a higher priority on literacy readiness and capitalize on opportunities already available in Head Start classrooms. (EV)

Descriptors: Attendance; Case Studies; Interpersonal Competence; Kindergarten; *Kindergarten Children; *Outcomes of Education; Primary Education; Program Effectiveness; Program Evaluation; Reading Readiness; *School Readiness
Identifiers: Ohio; *Project Head Start

This report describes a program for increasing student readiness for and achievement in mathematics. The targeted population consists of third grade students in an expanding suburban community and kindergarten students in a culturally diverse urban community, both located in Northern Illinois. The problems of achievement in and attitudes towards mathematics is documented through published and teacher-made assessments and checklists focusing on motivational behavior. Analysis of probable cause indicates that student confidence, past success rate, and ability are deficient and impact student motivation. The professional literature reveals that teachers have not successfully matched math objectives with effective strategies to promote relevant learning and student-valued activities. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, has resulted in the selection of two major categories of intervention: (1) establishing goal setting with students; and (2) implementing a cross-age mentoring program to reinforce mathematical concepts and skills. Post intervention data indicated an increase in academic achievement in mathematics, an improvement in positive behaviors during math instruction, and a reduction in the number of off task behaviors during math instruction. (Contains 27 references and 12 appendices.) (Author/DDR)

Descriptors: *Educational Assessment; Evaluation; Grade 3; *Mathematics Achievement; *Mathematics Education; Primary Education; *School Readiness; Student Attitudes

ED453941 PS029524
Title: The Decision To Delay School Entry: Profiles of Two Groups of Mothers and Implications for School Psychological Practice.
Author(s) Noel, Andrea M.; Newman, Joan
Pages: 14
Publication Date: April 18, 1998
Notes: Paper presented at the Annual Meeting of the National Association of School Psychologists (30th, Orlando, FL, April 14-18, 1998).
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; New York

Although kindergarten entry is delayed for a significant number of children each year, many aspects of this practice have not been investigated. This study examined reasons mothers chose to delay their child's kindergarten entry and the decision-making process related to this choice. Participating in this qualitative interview study were 15 mothers who chose to delay their children's kindergarten entry for the 1996-1997 school year, despite their child being eligible for kindergarten entry. Tape-recorded interviews were transcribed and coded using computer software specifically designed for qualitative data analyses. Findings revealed that mothers clearly fell into two groups, distinguished primarily by factors upon which they based their decision and the timing of the decision. Mothers in the PV group based their decision on factors associated with their own experiences and philosophies, many first considering delay at their child's birth. Following their initial consideration of delaying school entry, these parents entered a confirmatory period in which they sought advice and information that confirmed their decision. Mothers in the CV group did not consider delaying their child's entry until they were confronted with a child characteristic or experience that they considered problematic or potentially problematic. CV mothers represented many occupations and educational levels. During a tentative period these mothers considered a variety of variables associated with their own experiences, their child's characteristics, and school characteristics. They communicated a strong concern about their child's future school experiences. Findings of this study will serve school psychologists in counseling parents who are considering delaying their child's kindergarten entry, designing effective and efficient strategies to reach families who are considering delaying entry, and promoting the interaction of education professionals to support the needs of these families. (Contains 21 references.) (KB)

Descriptors: Age Grade Placement; Decision Making; *Mothers; *Parent Attitudes; *Preschool Children; Preschool Education; *School Entrance Age; School Psychology; *School Readiness; Student Placement
Identifiers: *Academic Redshirting

ED421558 UD032409
Title: School Readiness Language Development Program Evaluation: A Student Outcomes Study. Publication No. 701, Part A.
Author(s) Maddahian, Ebrahim
Author Affiliation: Los Angeles Unified School District, CA.(BBB00297)
Pages: 79
Publication Date: March 1998
Available from: EDRS Price MF01/PC04 Plus Postage.
Document Type: Reports--Evaluative (142)
Geographic Source: U.S.; California

In 1970 the Los Angeles Superior Court ruled that the Los Angeles (California) Unified School District (LAUSD) operated segregated schools and it rendered the original order to integrate the district's schools. The School Readiness Language Development Program (SRDLP) is one of several programs developed in response to the original court order. Objectives of the SRDLP include oral language opportunities for 4-year-olds, a parent education component, a staff development component, and an evaluation component. This report presents information on student performance. Parent and teacher components are evaluated in Parts B and C. A review of data on the SRLDP indicates that the number of schools with the program has increased from 42 in 1979 to 305 schools (516 programs) in 1997-98. In 1997-98 the program served 15,480 students. Scores on the Student Profile Form, a measure developed to reflect SRLDP student performance, show that overall students are performing at 90% of the maximum possible total score. An analysis of this measure produced strong evidence of its reliability and validity. Comparisons of more than 7,500 former SRLDP students and non-SRLDP students in grade 4 supported the long-lasting impact of SRLDP. Former participants significantly outperformed nonparticipants in reading, language, and mathematics. When analysis of covariance was used to adjust for impact of intervening variables, such as gender, ethnicity, level of English-language proficiency, and family socioeconomic status, significant benefits were still apparent. The SRLDP has had a long lasting and positive effect on student achievement. Chapter 1 of this report focuses on student outcomes as measured by the student profile, and Chapter 2 compares the achievement of former SRLDP and non-SRLDP students. Appendixes contain the SRLDP reference guide, historical summaries in chart form, a list of participating schools, and the Student Profile instrument. (Contains 3 figures, 13 tables, and 9 references.) (SLD)

Descriptors: Academic Achievement; Court Litigation; *Language Proficiency; Outcomes of Education; Parent Education; *Preschool Children; *Preschool Education; Program Effectiveness; Program Evaluation; *School Desegregation; *School Readiness; Staff Development
Identifiers: *Los Angeles Unified School District CA

ED417833 PS026397
Title: Can Toddler Temperament Characteristics Predict Later School Adaptation?
Author(s) Cooney, Ramie Robeson; Holmes, Deborah L.
Pages: 22
Publication Date: March 1998
Notes: Paper presented at the Biennial Conference on Human Development (15th, Mobile, AL, March 5-7, 1998).
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; Illinois

A study investigated how children's constitutional temperament (Easy, Difficult, or Intermediate), measured at 18 months of age, influences their adaptation to formal schooling. Information was collected from 35 children and their parents who were part of a longitudinal study of development. All participants were first-born children from Euro-American, upper-middle class, two-parent families in a midwestern suburb. Parental reports of toddler temperament were obtained using the Toddler Temperament Scale. Several measures were used as pre- and post-Kindergarten assessments. Mixed factorial analyses of variance revealed that children with Easy temperaments adapted well to kindergarten, showing gains in IQ and academic achievement, and maintaining their levels of adaptive behavior. Children with Difficult temperaments, on the other hand, adapted poorly, showing declines in IQ and adaptive behavior. Findings suggest that there is a relationship between early childhood temperament ratings and both cognitive and behavioral skills at school entry. (HTH)

Descriptors: Academic Achievement; *Adjustment (to Environment); Early Childhood Education; Intelligence Quotient; Kindergarten; Kindergarten Children; *Personality; Preschool Education; *School Readiness; *Student Adjustment; Toddlers

ED437155 PS026565
Title: Establishing a Baseline for School Readiness of Washington County Children Entering Kindergarten.
Author(s) Severeide, Rebecca
Author Affiliation: Early Childhood Strategies, Portland, OR.(BBB35843)
Pages: 89
Publication Date: 1998
Sponsoring Agency: Washington County Commission on Children and Families, Hillsboro, OR. (BBB35069)
Available from: EDRS Price MF01/PC04 Plus Postage.
Document Type: Numerical/Quantitative Data (110); Reports--Research (143)
Geographic Source: U.S.; Oregon

The assessment of school readiness needs to include all aspects of children's early learning and indicators of family/community activities that support children's development. This study used a holistic approach to set baseline benchmarks on factors related to school readiness for entering kindergarten children, and to engage schools in Washington County, Oregon in discussing the nature of school readiness and to empower them to collect information independently. Data were collected on 413 entering kindergartners and their families during September 1997 in six public school and two private programs. Factor analyses yielded 17 child-, family-, school-, or community-based factors related to an acceptable performance level, including: (1) child cognitive development; (2) physical well-being: (3) motor development; (4) social development; (5) television viewing habits: (6) family reading habits; (7) family activities and routines; (8) parental involvement in child's education; (9) family involvement and empowerment; (10) coordinated transition to kindergarten; (11) access to high quality child care; and (12) collaborative and integrated services in community offered through school. Six factors identified a potential need and area for intervention: emerging literacy development--not being read to and/or exposed to books enough to support typical early literacy; family access to basic resources--unmet needs in mental and physical health and parent education; developmentally appropriate curriculum, assessment, and instruction; culturally and linguistically appropriate education; collaborative and integrated services--unmet needs in housing, adult basic education, and employment supports; and access to parent education. Data were used to create a list of community strengths and a profile of a neighborhood in need. (KB)

Descriptors: Benchmarking; Cognitive Development; Community Services; Day Care; Early Childhood Education; Factor Analysis; Family Involvement; Integrated Services; *Kindergarten; *Kindergarten Children; Motor Development; Neighborhoods; Parent Participation; Parents; Preschool Children; Reading Habits; *School Readiness; Social Development; Television Viewing; Transitional Programs; Well Being
Identifiers: Access to Services; Daily Routines; Family Activities; Indicators; Oregon (Washington County)

ED428866 PS027440
Title: Readiness To Learn. 1997 Kindergarten Survey Report and County Data.
Author Affiliation: Oregon State Dept. of Education, Salem.(SJJ69450)
Pages: 34
Publication Date: 1998
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: Oregon Department of Education, 255 Capitol Street, N.E., Salem, OR 97310-0203; Tel: 503-378-5585; Fax: 503-373-7968; e-mail: barbara.slimak@state.or.us
Document Type: Reports--Research (143)
Geographic Source: U.S.; Oregon
Government Level: State

This document is comprised of two reports, the first detailing findings of a 1997 Oregon survey to determine the status of the state's current kindergarten children and their developmental readiness for school, and the second providing county data from the survey. Surveys were mailed to 1,141 public school kindergarten teachers and 245 private school kindergarten teachers to obtain teachers' views on children's physical well-being, language usage, approaches toward learning, cognitive and general knowledge, motor development, and social and emotional development. The findings indicated that 48.2 percent believed that children's readiness was about the same as 5 years ago. A total of 49 percent of kindergartners who did not attend formal preschool were identified as not meeting one or more of the readiness areas; 35.8 percent of children who did attend preschool did not meet one or more of the areas. Almost half of the males and about one third of females did not meet one or more readiness area. Over 40 percent of public school kindergartners and about 30 percent of private school kindergartners did not meet one or more of the developmental areas. About 70 percent of teachers identified "physically healthy, rested, and well nourished" as the first and most important area of readiness. Over 60 percent of teachers reported that one or more of their students were in special education. Over 40 percent of teachers reported that one or more of the children did not speak English well or at all. (KB)

Descriptors: Counties; *Kindergarten; *Kindergarten Children; *Learning Readiness; *Preschool Teachers; Primary Education; *School Readiness; State Surveys; Statistical Surveys; *Teacher Attitudes
Identifiers: Oregon

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