Csapó, Beno; Molnár, Gyöngyvér; Nagy, József
This study explores the potential of using online tests for the assessment of school readiness and for monitoring early reasoning. Four tests of a face-to-face-administered school readiness test battery (speech sound discrimination, relational reasoning, counting and basic numeracy, and deductive reasoning) and a paper-and-pencil inductive…
Brooks, Elspeth; Murray, Jane
Internationally, school readiness is increasingly the rationale for early childhood education and care (ECEC). This is the case in England, yet the statutory English Early Years Foundation Stage framework for children 0-5 years also requires practitioners to listen to children's voices: discourse indicates dissonance between school readiness and…
Ziol-Guest, Kathleen M.; McKenna, Claire C.
This study assesses the consequences of housing instability during the first 5 years of a child's life for a host of school readiness outcomes. Using data from the Fragile Families and Child Wellbeing Study (n = 2,810), this study examines the relation between multiple moves and children's language and literacy and behavior problems at…
McCoy, Dana Charles; Zuilkowski, Stephanie Simmons; Yoshikawa, Hirokazu; Fink, Günther
Despite increased investment in early childhood care and education (ECCE) globally, little is known about its effectiveness in low-income countries. Using kernel exact matching within a national sample of 1,623 Zambian 6-year-olds, we test the associations between ECCE participation and seven domains of children's school readiness. We find ECCE…
Tavassolie, Tanya; López, Claudia; De Feyter, Jessica; Hartman, Suzanne C.; Winsler, Adam
Little is known about the early educational performance of children in migrant farmworker families. The authors examined the school readiness and early school success of 289 four-year-old preschool children of migrant families attending Redlands Christian Migrant Association centers. Children's school readiness was assessed and public school…
Southern Regional Education Board (SREB), 2014
Current research seeks to determine if today's pre-K programs provide strong returns on investment similar to the returns from the classic 1960's High/Scope Perry Preschool Program and 1970's North Carolina Abecedarian Project. These were known for the positive academic effects that children experienced as they moved through school. Policy-makers…
Lombardi, Caitlin McPherran; Coley, Rebekah Levine
This study assessed whether previous findings linking early maternal employment to lower cognitive and behavioral skills among children generalized to modern families. Using a representative sample of children born in the United States in 2001 (N = 10,100), ordinary least squares regression models weighted with propensity scores assessed links between maternal employment in the 2 years after childbearing and children's school readiness skills at kindergarten. There were neutral associations between maternal employment and children's school readiness, which were not differentiated by maternal time, stress, or wages. However, as nonmaternal household income decreased, maternal employment begun prior to 9 months was linked with higher cognitive skills, while employment begun between 9 and 24 months was linked with lower conduct problems. PsycINFO Database Record (c) 2014 APA, all rights reserved.
Lemelin, Jean-Pascal; Boivin, Michel; Forget-Dubois, Nadine; Dionne, Ginette; Séguin, Jean R; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E; Pérusse, Daniel
Using a genetic design of 840 60-month-old twins, this study investigated the genetic and environmental contributions to (a) individual differences in four components of cognitive school readiness, (b) the general ability underlying these four components, and (c) the predictive association between school readiness and school achievement. Results revealed that the contribution of the shared environment for cognitive school readiness was substantial. Genetic effects were more important for the core abilities underlying school readiness than for each specific skill, although shared environment remained the largest factor overall. Genetic, shared, and nonshared environmental factors all accounted for the predictive association between school readiness and early school achievement. These results contribute to a better understanding of the early determinants of school readiness.
Guhn, Martin; Janus, Magdalena; Hertzman, Clyde
This invited special issue of "Early Education and Development" presents research related to the Early Development Instrument (EDI; Janus & Offord, 2007), a community tool to assess children's school readiness at a population level. In this editorial introduction, we first sketch out recent trends in school readiness research that call for a…
Weigel, Daniel J.; Martin, Sally S.
Much effort has been expended in developing intervention programs to help improve the early literacy and school readiness skills of young children. This article presents the results of a needs assessment project aimed at identifying priorities for community intervention programs aimed at ensuring that young children enter school ready to learn. A…
Wyoming State Dept. of Education, Cheyenne.
Because children entering kindergarten come with a variety of preschool and home experiences, and accordingly, with varying levels of school readiness, the Wyoming Early Childhood Readiness Standards have been developed to provide a more consistent definition of school readiness. The goal for the Standards is to provide early childhood educators…
Mangwaya, Ezron; Blignaut, Sylvan; Pillay, Shervani K.
This qualitative study focuses on primary schools' state of readiness for the introduction of early childhood education. Adopting a multiple case study design, the article explores, through semi-structured interviews and documentation, school heads, teachers-in-charge and classroom teachers' perceptions of their respective schools' state of…
Bracey, Gerald W.
The Ready School, a concept endorsed by the National Education Goals Panel, focuses on getting schools ready for children to supplement the traditional approach of getting children ready for school. The author cites 10 qualities associated with Ready Schools and describes the eight-dimension Ready School Assessment project now being tested by the…
Harrington, Marjorie; DesJardin, Jean L.; Shea, Lynn C.
The goal of this longitudinal study is to examine the relationships between early child factors (i.e., age at identification, enrollment in early intervention, oral language skills) and school readiness skills (i.e., conceptual knowledge) in a group of young children with hearing loss (HL). Standardized language, cognition, and conceptual…
Lee, RaeHyuck; Zhai, Fuhua; Brooks-Gunn, Jeanne; Han, Wen-Jui; Waldfogel, Jane
Using data from the Early Childhood Longitudinal Study-Birth Cohort (n ˜ 6,950), a nationally representative sample of children born in 2001, we examined school readiness (academic skills and socioemotional well-being) at kindergarten entry for children who attended Head Start compared with those who experienced other types of child care…
Joe, Emanique M.; Davis, James Earl
This study examined the relationship between parental influence and the school readiness of African American boys, using data from the Early Childhood Longitudinal Study: ECLS-K, Parents' influence, via their academic beliefs and behaviors, was associated with the cognitive performance of African American boys during kindergarten. While previous…
Buford, Rhonda; Stegelin, Dolores A.
Describes South Carolina's new state early childhood program, First Steps to School Readiness. Includes a profile of the state's at-risk child population, noting poverty and education risk indicators, and describing key program components. The article discusses program oversight, local program partnerships, program funding mechanisms, and local…
Lombardi, Caitlin McPherran; Coley, Rebekah Levine
This study assessed whether previous findings linking early maternal employment to lower cognitive and behavioral skills among children generalized to modern families. Using a representative sample of children born in the United States in 2001 (N = 10,100), ordinary least squares regression models weighted with propensity scores assessed links…
Snow, Kyle L.
Recent interest and investment in early childhood education as a means of promoting children's school readiness has prompted the need for clear definitions of school readiness. Traditionally school readiness has been viewed within a maturationist frame, based on a chronological set-point, which led to the emergence of readiness testing. Following…
Lemelin, Jean-Pascal; Boivin, Michel; Forget-Dubois, Nadine; Dionne, Ginette; Seguin, Jean R.; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E.; Perusse, Daniel
Using a genetic design of 840 60-month-old twins, this study investigated the genetic and environmental contributions to (a) individual differences in four components of cognitive school readiness, (b) the general ability underlying these four components, and (c) the predictive association between school readiness and school achievement. Results…
Martoccio, Tiffany L.; Brophy-Herb, Holly E.; Onaga, Esther E.
This study utilized data from the Michigan component of the National Early Head Start Research and Evaluation study to examine toddlers' joint attention at 14 months (parent report measure of toddlers' initiating behaviors, e.g., extends arm to show you something he or she is holding, reaches out and gives you a toy he or she has been holding, and…
Mendelsohn, Alan L.; Cates, Carolyn Brockmeyer; Weisleder, Adriana; Berkule, Samantha B.; Dreyer, Benard P.
Pediatric health care represents an innovative platform for implementation of low-cost, population-wide, preventive interventions to improve school readiness. This article describes the Video Interaction Project, a targeted intervention in the pediatric primary care setting designed to enhance parenting skills and boost school readiness. The…
Pekdogan, Serpil; Akgül, Esra
The purpose of this study is to examine preschool teachers' perspectives about children's school readiness. Qualitative and quantitative research methods were used in the study as a mixed method research. Data, in the quantitative aspects of the research, were collected through the use of "School Readiness Form" developed by Boz (2004)…
School readiness is currently a strong focus for education policy in England. However, understanding what it means to be ready for school, and how this is reflected in policy and enacted in practice, are sites of contention. This paper explores the genesis of the current disparity in understandings in the context of the English education system. A…
Jeon, Hyun-Joo; Langill, Carolyn C.; Peterson, Carla A.; Luze, Gayle J.; Carta, Judith J.; Atwater, Jane B.
This study examined relations among children's individual experiences, global classroom quality, and school readiness. Preschool children from low-income backgrounds (N = 138; M = 62.16 months; SD = 3.93; range = 55-70) were observed in their early care and education settings, and their language and cognitive skills were assessed. Research…
Lunkenheimer, Erika S.; Dishion, Thomas J.; Shaw, Daniel S.; Connell, Arin M.; Gardner, Frances; Wilson, Melvin N.; Skuban, Emily M.
The authors examined the longitudinal effects of the Family Check-Up (FCU) on parents' positive behavior support and children's school readiness competencies in early childhood. It was hypothesized that the FCU would promote language skills and inhibitory control in children at risk for behavior problems as an indirect outcome associated with…
Brown, Amber L.
This study examined the effect of participation in the Home Instruction for Parents of Preschool Youngsters program on the school readiness of children born to teenage mothers versus children born to traditional-age mothers participating in the Home Instruction for Parents of Preschool Youngsters program. A 45-item survey was collected from the…
Razza, Rachel A.; Raymond, Kimberly
This study examined the developmental pathways from maternal behavior to school readiness within a sample of 1007 children, with a specific focus on the mediating role of delay of gratification (DoG). Maternal behavior across the first 36 months of age was explored as a predictor of children's DoG at 54 months as well as their behavioral and…
Grissmer, David; Grimm, Kevin J; Aiyer, Sophie M; Murrah, William M; Steele, Joel S
Duncan et al. (2007) presented a new methodology for identifying kindergarten readiness factors and quantifying their importance by determining which of children's developing skills measured around kindergarten entrance would predict later reading and math achievement. This article extends Duncan et al.'s work to identify kindergarten readiness factors with 6 longitudinal data sets. Their results identified kindergarten math and reading readiness and attention as the primary long-term predictors but found no effects from social skills or internalizing and externalizing behavior. We incorporated motor skills measures from 3 of the data sets and found that fine motor skills are an additional strong predictor of later achievement. Using one of the data sets, we also predicted later science scores and incorporated an additional early test of general knowledge of the social and physical world as a predictor. We found that the test of general knowledge was by far the strongest predictor of science and reading and also contributed significantly to predicting later math, making the content of this test another important kindergarten readiness indicator. Together, attention, fine motor skills, and general knowledge are much stronger overall predictors of later math, reading, and science scores than early math and reading scores alone.
Brenner, Anton; Scott, Leland H.
This paper is an empirical statistical analysis and interpretation of data relating to school readiness previously examined and reported on a theoretical basis. A total of 118 white, middle class children from six consecutive kindergarten groups in Dearborn, Michigan were tested with seven instruments, evaluated in terms of achievement, ability,…
Calkins, Julia; Ling, Thomson; Moore, Eric; Halle, Tamara; Hair, Beth; Moore, Kris; Zaslow, Marty
This report provides a compilation of indicators of school readiness used in national, state, and local surveys in the United States, delineating the advantages and disadvantages for each indicator. The report begins with a legend to assist in interpreting the tables and includes contact information for national and state surveys. The remainder of…
Kull, Melissa A; Coley, Rebekah Levine
Extant research identifies associations between early physical health disparities and impaired functioning in adulthood, but limited research examines the emergence of these associations in the early years of children's lives. This study draws on data from the Early Childhood Longitudinal Study Birth Cohort (ECLS-B; N = 5900) to assess whether a host of early health indicators measured from birth to age five are associated with children's cognitive and behavioral skills at age five. After adjusting for child and family characteristics, results revealed that children's neonatal risks (prematurity or low birth weight) and reports of poor health and hospitalizations were associated with lower cognitive skills, and neonatal risks and poor health predicted lower behavioral functioning at age five. Some of the association between neonatal risks and school readiness skills were indirect, functioning through children's poor health and hospitalization. Analyses further found that associations between early physical health and children's school readiness skills were consistent across subgroups defined by family income and child race/ethnicity, suggesting generalizability of results. Findings emphasize the need for more interdisciplinary research, practice, and policy related to optimizing child well-being across domains of physical health and development in the early years of life. Copyright © 2015 Elsevier Ltd. All rights reserved.
Schumacher, Krista S.
The importance of school readiness to both the future of an individual child and society as a whole has given rise to several state-specific indexes designed to measure county-level risk for starting school unprepared to learn. One such index is the Oklahoma School Readiness Risk Index (OK SRRI), comprised of indicators known to be associated with…
Pilkauskas, Natasha V.
Despite the increasing prevalence of three-generation family households (grandparent, parent, child), relatively little research has studied these households during early childhood. Using nationally representative data from the Early Childhood Longitudinal Study – Birth Cohort (N∼6,550), this study investigates the associations between three-generation coresidence in early childhood and school readiness, and how the associations differ by maternal age, race/ethnicity, nativity, relationship status and poverty. For the full sample of children, no associations between three-generation coresidence and school readiness were found. Analyses by demographic characteristics found that race/ethnicity and nativity moderate the associations; whereas maternal age, relationship status and poverty do not. The findings suggest that three-generation coresidence was associated with lower levels of expressive language for White, Asian and Black children, but more expressive language for Hispanic children. Coresidence was also associated with more externalizing behavior for White and American Indian/Alaskan Native children but less externalizing behavior for Hispanic and Black children. Analyses by maternal nativity found that for children of immigrant mothers, three-generation coresidence was associated with more expressive language and less externalizing and internalizing behavior. Interactions between race/ethnicity and nativity found that the positive associations for Hispanic children were concentrated among children of immigrant parents. No differences were found between grandmother-only and grandmother/grandfather three-generation family households. Overall the findings suggest there may be heterogeneity by race/ethnicity and nativity in the associations between three-generation coresidence and school readiness. PMID:25365124
Gormley, William T., Jr.; Gayer, Ted
The results of the research, conducted on Oklahoma's universal Pre-kindergarten (Pre-k) program, on children of Tulsa Public Schools (TPS), the largest school district in the state to increase the school readiness are presented.
Spielberger, Julie; Baker, Stephen; Winje, Carolyn
This report summarizes findings from the second year of an implementation study of the Early Childhood Cluster Initiative (ECCI). ECCI is a prekindergarten program in ten elementary schools and a community child care center in Palm Beach County, based on the design of the High/Scope Perry Preschool model. The initiative is characterized by low…
Spielberger, Julie; Baker, Stephen; Winje, Carolyn
This publication reports findings from the second year of an implementation study of the Early Childhood Cluster Initiative (ECCI). ECCI is a prekindergarten program in ten elementary schools and a community child care center in Palm Beach County, based on the design of the High/Scope Perry Preschool model. The initiative is characterized by low…
De Feyter, Jessica Johnson; Winsler, Adam
Though much valuable research has been conducted on the academic achievement of school-age immigrant youth, less is known about the early developmental competencies of immigrant children during the preschool years. This study describes the school readiness of 2194 low-income children receiving subsidies to attend child care with emphasis on how…
Whitehurst, Grover J.
In the United States, public policy and expenditure intended to improve the prospects of children from low-income families have focused on better preparing children for school through Head Start and universal pre-K. This school readiness approach differs from the dominant model of public support for early care and learning in Northern Europe,…
Hughes, Claire; Daly, Irenee; Foley, Sarah; White, Naomi; Devine, Rory T.
Background: Early work on school readiness focused on academic skills. Recent research highlights the value of also including both children's social and behavioural competencies and family support. Aims: Reflecting this broader approach, this study aimed to develop a new and brief questionnaire for teachers: The Brief Early Skills and Support…
Hughes, Claire; Daly, Irenee; Foley, Sarah; White, Naomi; Devine, Rory T
Early work on school readiness focused on academic skills. Recent research highlights the value of also including both children's social and behavioural competencies and family support. Reflecting this broader approach, this study aimed to develop a new and brief questionnaire for teachers: The Brief Early Skills and Support Index (BESSI). The main sample, recruited from the north-west of England, included 1,456 children (49% male), aged 2.5 to 5.5 years. A second sample consisting of 258 children (44% male) aged 3 to 5.5 years was recruited to assess the test-retest reliability of the BESSI across a 1-month interval. Following development and pilot work with early years teachers, a streamlined (30 items) version of the BESSI was sent to 98 teachers and nursery staff, who rated the children in their class. The best-fitting model included four latent factors: Three child factors (Behavioural Adjustment, Language and Cognition, and Daily Living Skills) and one Family Support factor. The three child factors exhibited measurement invariance across gender. All four factors showed good internal consistency and test-retest reliability. Structural equation modelling showed that (1) boys had more problems than girls on all three child factors; (2) older children showed better Language and Cognition and Daily Living Skills than younger children; and (3) children eligible for free school meals (an index of financial hardship) had more problems on all four latent factors. Family Support latent scores predicted all three child latent factors and accounted for their correlation with financial hardship. The BESSI is a promising brief teacher-report screening tool that appears suitable for children aged 2.5 to 5.5 and provides a broader perspective upon school readiness than previous measures. © 2015 The British Psychological Society.
Lunkenheimer, Erika S.; Dishion, Thomas J.; Shaw, Daniel S.; Connell, Arin M.; Gardner, Frances; Wilson, Melvin N.; Skuban, Emily M.
The authors examined the longitudinal effects of the Family Check-Up (FCU) on parents’ positive behavior support and children’s school readiness competencies in early childhood. It was hypothesized that the FCU would promote language skills and inhibitory control in children at risk for behavior problems as an indirect outcome associated with targeted improvements in parents’ positive behavior support. High-risk families in the Women, Infants, and Children Nutrition Program participated in a multisite preventive intervention study (N = 731) with 3 yearly assessments beginning at child age 2 years. Positive behavior support was measured using 4 indicators derived from at-home observations of parent–child interaction during semistructured tasks. Longitudinal structural equation models revealed that parents in families randomly assigned to the FCU showed improvements in positive behavior support from child age 2 to 3, which in turn promoted children’s inhibitory control and language development from age 3 to 4, accounting for child gender, ethnicity, and parental education. Findings suggest that a brief, ecological preventive intervention supporting positive parenting practices can indirectly foster key facets of school readiness in children at risk. PMID:18999335
Lunkenheimer, Erika S; Dishion, Thomas J; Shaw, Daniel S; Connell, Arin M; Gardner, Frances; Wilson, Melvin N; Skuban, Emily M
The authors examined the longitudinal effects of the Family Check-Up (FCU) on parents' positive behavior support and children's school readiness competencies in early childhood. It was hypothesized that the FCU would promote language skills and inhibitory control in children at risk for behavior problems as an indirect outcome associated with targeted improvements in parents' positive behavior support. High-risk families in the Women, Infants, and Children Nutrition Program participated in a multisite preventive intervention study (N = 731) with 3 yearly assessments beginning at child age 2 years. Positive behavior support was measured using 4 indicators derived from at-home observations of parent-child interaction during semistructured tasks. Longitudinal structural equation models revealed that parents in families randomly assigned to the FCU showed improvements in positive behavior support from child age 2 to 3, which in turn promoted children's inhibitory control and language development from age 3 to 4, accounting for child gender, ethnicity, and parental education. Findings suggest that a brief, ecological preventive intervention supporting positive parenting practices can indirectly foster key facets of school readiness in children at risk.
Maryland State Department of Education, 2011
This report was developed in partnership with Ready At Five. It lays out the critical importance of children starting school fully prepared to succeed in kindergarten. Most importantly, the report shares what everyone has learned from the 2010-2011 Maryland Model for School Readiness (MMSR) data about the school readiness of Maryland's children:…
Pulliam, Nicole; Bartek, Samantha
This conceptual article will provide an in-depth exploration of the relevant literature focused on college and career readiness interventions in elementary schools. Beginning with a theoretical framework, a rationale is provided for early intervention by elementary school counselors. While professional guidelines and standards exist supporting…
Finocchiaro, Mary; King, Paul F.
These two curriculum demonstration projects on bilingual readiness in the earliest school years contain many similarities. Both were formed on the thesis that young children can and will learn a second language readily and that the urban classroom mixture of Spanish-speaking, English-speaking, and Negro-dialect speaking children can be capitalized…
O'Connor, Doireann; Angus, Jonathan
This paper examines a Steiner Waldorf Perspective to School Readiness and applies that international ideology to educational practice and curriculum policy in modern Ireland. The case for a later school start is championed with strong arguments underpinning the reasons why a later start is better in the long run for children's formal learning…
McAllister, Carol L.; Thomas, Tammy L.; Green, Beth L.
Racial differences in school readiness are a form of health disparity. By examining, from the perspective of low-income minority families participating in an Early Head Start study, community and policy environments as they shape and inform lived experiences, we identified several types of social and economic dislocation that undermine the efforts of parents to ready their children for school. The multiple dislocations of community triggered by housing and welfare reform and “urban renewal” are sources of stress for parents and children and affect the health and development of young children. Our findings suggest that racial differences in school readiness result not from race but from poverty and structural racism in American society. PMID:19059871
Grissmer, David; Grimm, Kevin J.; Aiyer, Sophie M.; Murrah, William M.; Steele, Joel S.
Duncan et al. (2007) presented a new methodology for identifying kindergarten readiness factors and quantifying their importance by determining which of children's developing skills measured around kindergarten entrance would predict later reading and math achievement. This article extends Duncan et al.'s work to identify kindergarten readiness…
Gaynor, Alan Kibbe
A systemic analysis of early childhood development factors explains the variance in school readiness among representative U.S. 5-year-olds. The underlying theory incorporates a set of causally interactive endogenous variables that are hypothesized to be driven by the effects of three exogenous variables: parental education, immigrant status and…
Farrell, Tina L.
High schools in the United States represent the stepping-off point to adulthood, the threshold for students to enter formal training in college, trade school, or the workforce. As our society faces increased demands for creative solutions, innovation, and a more technological workforce, the current high school model is simply antiquated. The Early…
Lally, J. Ronald
New discoveries in neuroscience suggest that school readiness interventions might come too late if they start after the child is three years old. Many of the skills needed to succeed in school are shaped during a baby's interactions with his or her caregivers. Unfortunately, the level of support and resources provided for new mothers and their…
Pianta, Robert; Hamre, Bridget; Downer, Jason; Burchinal, Margaret; Williford, Amanda; LoCasale-Crouch, Jennifer; Howes, Carollee; La Paro, Karen; Scott-Little, Catherine
Research Findings: Effects on children's school readiness were evaluated for 2 interventions focused on improving teacher-student interactions (coursework, coaching) implemented sequentially across 2 years. Teachers from public prekindergarten programs in 10 locations were assigned randomly to treatment or control conditions in each year.…
School readiness includes not only the early academic skills of children but also their physical health, language skills, social and emotional development, motivation to learn, creativity, and general knowledge. Families and communities play a critical role in ensuring children's growth in all of these areas and thus their readiness for school. Schools must be prepared to teach all children when they reach the age of school entry, regardless of their degree of readiness. Research on early brain development emphasizes the effects of early experiences, relationships, and emotions on creating and reinforcing the neural connections that are the basis for learning. Pediatricians, by the nature of their relationships with families and children, may significantly influence school readiness. Pediatricians have a primary role in ensuring children's physical health through the provision of preventive care, treatment of illness, screening for sensory deficits, and monitoring nutrition and growth. They can promote and monitor the social-emotional development of children by providing anticipatory guidance on development and behavior, by encouraging positive parenting practices, by modeling reciprocal and respectful communication with adults and children, by identifying and addressing psychosocial risk factors, and by providing community-based resources and referrals when warranted. Cognitive and language skills are fostered through timely identification of developmental problems and appropriate referrals for services, including early intervention and special education services; guidance regarding safe and stimulating early education and child care programs; and promotion of early literacy by encouraging language-rich activities such as reading together, telling stories, and playing games. Pediatricians are also well positioned to advocate not only for children's access to health care but also for high-quality early childhood education and evidence-based family supports such as
Harvard Family Research Project, Cambridge, MA.
This report provides practitioners in the field of child and family services with important guidelines on early childhood education and family support programs including program design, community collaboration, funding, and staff management. The book presents the five main components of establishing an early childhood education and family support…
Brown, Christopher P.
As policy-makers continue to implement early childhood education reforms that frame the field as a mechanism that is to ready children for elementary school success, questions arise as to how the multiple variables in the readiness equation, such as the child, family, and program, are affected by these policies. The instrumental case study…
Ballantyne, Keira Gebbie; Sanderman, Alicia R.; McLaughlin, Nicole
A major challenge facing the prekindergarten-12 education system in the United States is the fact that as the population changes, the particular needs of children change with it. One of the largest demographic shifts over the last ten years is the sharp increase in the number of students in public schools who speak English as their second language…
Sasser, Tyler; Bierman, Karen
Despite the conceptual link between self-regulation skills and school readiness capacities, questions remain regarding how distinct but related facets of self-regulation (i.e., attention regulation, behavior regulation) differentially impact the development of school readiness capacities during early childhood. Additionally, little is known about…
Thompson, Lisa; Halfon, Neal; Franke, Todd
The purpose of this report is to provide the Center for Excellence (CfE) in Early Childhood Development with a set of recommendations regarding how to measure school readiness in Ventura County. This report defines school readiness according to the National Education Goals Panel (NEGP) which identified the following three important components of…
Dickens, William T.
The author considers whether differences in genetic endowment may account for racial and ethnic differences in school readiness. While acknowledging an important role for genes in explaining differences "within" races, he nevertheless argues that environment explains most of the gap "between" blacks and whites, leaving little role for genetics.…
Vargas, Joel H.; Miller, Marc S.
Once a radical concept, early college high schools are flying soundly today. The challenge today--and the excitement of those involved--centers on learning from this successful innovation and bringing the early college design to many more young people. Expansion is taking place through the creation of early college districts covering all students…
Schwartz, Eric; Davis, Andrew S.
School readiness and functioning in children diagnosed with Reactive Attachment Disorder (RAD) are important issues due to the dramatic impact RAD has on multiple areas of development. The negative impact of impaired or disrupted early relationships, characterized by extreme neglect, abuse, parental mental illness, domestic violence, and repeated…
Chase, Richard; Egbert, Andi; Valorose, Jennifer
The Early Childhood Advisory Council (ECAC) in Minnesota makes recommendations to the Governor and Legislature, and is responsible for fulfilling the duties required by federal and state statutes. The Council was created in 2008 by the Governor's Executive Order 08-14. The ECAC consists of 18 members, including the State Director of the Head Start…
Set for Success: Building a Strong Foundation for School Readiness Based on the Social-Emotional Development of Young Children. The Kauffman Early Education Exchange (1st, Kansas City, Missouri, November 12, 2001).
Ewing Marion Kauffman Foundation, Kansas City, MO.
This report compiles 6 of the 12 papers commissioned for the first Kauffman Early Education Exchange Conference in November 2001 that present the latest findings on the importance of social and emotional aspects of school readiness. The papers also provide evidence of programs that help to prepare young children for early school success. An…
Wright, John C.; Auston, Aletha C.; Murphy, Kimberlee C.; St. Peters, Michelle; Pinon, Ronda Scantlin; Kotler, Jennifer
Collected time-use diaries of television viewing from two cohorts of children (ages 2-5 and 4-7) from low-income families and gave annual tests of reading, math, receptive vocabulary, and school readiness. Found that viewing of child-audience informative programs between ages 2 and 3 predicted higher academic performance. Frequent viewers of…
In the mainstream discourse on child development and education, 'school readiness' has been conceptualized as the skills and knowledge that children need when they enter school in order to learn effectively in the school environment. However, school readiness is an idea which is entwined with our beliefs about child development and child needs (E.…
The author documents pervasive racial disparities in the health of American children and analyzes how and how much those disparities contribute to racial gaps in school readiness. She explores a broad sample of health problems common to U.S. children, such as attention deficit hyperactivity disorder, asthma, and lead poisoning, as well as maternal health problems and health-related behaviors that affect children's behavioral and cognitive readiness for school. If a health problem is to affect the readiness gap, it must affect many children, it must be linked to academic performance or behavior problems, and it must show a racial disparity either in its prevalence or in its effects. The author focuses not only on the black-white gap in health status but also on the poor-nonpoor gap because black children tend to be poorer than white children. The health conditions Currie considers seriously impair cognitive skills and behavior in individual children. But most explain little of the overall racial gap in school readiness. Still, the cumulative effect of health differentials summed over all conditions is significant. Currie's rough calculation is that racial differences in health conditions and in maternal health and behaviors together may account for as much as a quarter of the racial gap in school readiness. Currie scrutinizes several policy steps to lessen racial and socioeconomic disparities in children's health and to begin to close the readiness gap. Increasing poor children's eligibility for Medicaid and state child health insurance is unlikely to be effective because most poor children are already eligible for public insurance. The problem is that many are not enrolled. Even increasing enrollment may not work: socioeconomic disparities in health persist in Canada and the United Kingdom despite universal public health insurance. The author finds more promise in strengthening early childhood programs with a built-in health component, like Head Start; family
W. K. Kellogg Foundation, 2008
Pennsylvania is one of a handful of states that are leading the way in ensuring children receive a continuum of care starting at birth and extending throughout childhood so that they can move seamlessly from home to child care to preschool to school, and then from grade to grade. That means children have to be ready for school. It also means that…
Modeste, Janis Monrose
The purpose of this correlational study, which took place in a Central Florida school district, was to investigate the relationship between the quality of the early childhood education (ECE) programs and students' kindergarten readiness scores. Vygotsky's sociocultural theory, which states that a child's environment, culture, and language are…
Maryland State Department of Education, 2009
The report shares what everyone has learned from the 2010-2011 Maryland Model for School Readiness (MMSR) data about the school readiness of Maryland's children: statewide, by subgroups, and for each of Maryland's 24 local jurisdictions. Some of the highlights are: (1) The percentage of Maryland kindergarteners fully ready to start school…
Reichman, Nancy E
In the United States black women have for decades been twice as likely as white women to give birth to babies of low birth weight who are at elevated risk for developmental disabilities. Does the black-white disparity in low birth weight contribute to the racial disparity in readiness? The author summarizes the cognitive and behavioral problems that beset many low birth weight children and notes that not only are the problems greatest for the smallest babies, but black babies are two to three times as likely as whites to be very small. Nevertheless, the racial disparities in low birth weight cannot explain much of the aggregate gap in readiness because the most serious birth weight-related disabilities affect a very small share of children. The author estimates that low birth weight explains at most 3-4 percent of the racial gap in IQ scores. The author applauds the post-1980 expansions of Medicaid for increasing rates of prenatal care use among poor pregnant women but stresses that standard prenatal medical care cannot improve aggregate birth outcomes substantially. Smoking cessation and nutrition are two prenatal interventions that show promise. Several early intervention programs have been shown to improve cognitive skills of low birth weight children. But even the most promising programs can narrow the readiness gap only a little because their benefits are greatest for heavier low birth weight children and because low birth weight explains only a small share of the gap. The author stresses the importance of reducing rates of low birth weight generally and of extending to all children who need them the interventions that have improved cognitive outcomes among low birth weight children. But because black infants are more likely to be born at the lowest birth weights, preventing low birth weight--when researchers learn how to--is likely to be more effective than early intervention in narrowing birth weight-related racial gaps in school readiness.
This paper considers the landscape of early childhood education in England to be dominated by discourses of "readiness-for-school" and "readiness-for-learning" that act to heavily stratify the educational spaces inhabited by young children. The "ready-child" is constructed as a normative identity towards which the…
Hulsey, Thomas C.; Laditka, James N.; Laditka, Sarah B.
Introduction The American Academy of Pediatrics recommends a schedule of age-specific well-child visits through age 21 years. For children insured by Medicaid, these visits are called Early and Periodic Screening, Diagnosis, and Treatment (EPSDT). These visits are designed to promote physical, emotional, and cognitive health. Six visits are recommended for the first year of life, 3 for the second year. We hypothesized that children with the recommended visits in the first 2 years of life would be more likely than others to be ready for school when they finish kindergarten. Methods We studied children insured by Medicaid in South Carolina, born during 2000 through 2002 (n = 21,998). Measures included the number of EPSDT visits in the first 2 years of life and an assessment of school readiness conducted at the end of kindergarten. We used logistic regression to examine the adjusted association between having the recommended visits and school readiness, controlling for characteristics of mothers, infants, prenatal care and delivery, and residence area. Results Children with the recommended visits had 23% higher adjusted odds of being ready for school than those with fewer visits. Conclusion EPSDT may contribute to school readiness for children insured by Medicaid. Children having fewer than the recommended EPSDT visits may benefit from school readiness programs. PMID:22677161
Quirk, Matthew; Dowdy, Erin; Dever, Bridget; Carnazzo, Katherine; Bolton, Courtney
Researchers examined the concurrent and predictive validity of a brief (12-item) teacher-rated school readiness screener, the Kindergarten Student Entrance Profile (KSEP), using receiver operating characteristic (ROC) curve analysis to examine associations between (N = 78) children's social-emotional (SE) and cognitive (COG) readiness with…
Migliore, Donna E.
"Safe, Healthy and Ready to Succeed: Arizona School Readiness Key Performance Indicators" presents a set of baseline measurements that gauge how well a statewide system of school readiness supports is addressing issues that affect Arizona children's readiness for school. The Key Performance Indicators (KPIs) measure the system, rather…
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.
Shaul, Marnie S.
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…
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…
Marti, Maria; Merz, Emily C; Repka, Kelsey R; Landers, Cassie; Noble, Kimberly G; Duch, Helena
The role of parent involvement in school readiness interventions is not well-understood. The Getting Ready for School (GRS) intervention is a novel program that has both home and school components and aims to improve early literacy, math, and self-regulatory skills in preschool children from socioeconomically disadvantaged families. In this study, we first examined associations between family characteristics and different indices of parent involvement in the GRS intervention. We then examined associations between parent involvement and change in children's school readiness skills over time. Participants were 133 preschool children attending Head Start and their parents who participated in the GRS intervention during the academic year 2014-2015. Parent involvement was operationalized as attendance to GRS events at the school, time spent at home doing GRS activities, and usage of digital program materials, which included a set of videos to support the implementation of parent-child activities at home. Although few family characteristics were significantly associated with parent involvement indices, there was a tendency for some markers of higher socioeconomic status to be linked with greater parent involvement. In addition, greater parent involvement in the GRS intervention was significantly associated with greater gains in children's early literacy, math, and self-regulatory skills. These findings suggest that parent involvement in comprehensive early interventions could be beneficial in terms of improving school readiness for preschoolers from disadvantaged families.
Marti, Maria; Merz, Emily C.; Repka, Kelsey R.; Landers, Cassie; Noble, Kimberly G.; Duch, Helena
The role of parent involvement in school readiness interventions is not well-understood. The Getting Ready for School (GRS) intervention is a novel program that has both home and school components and aims to improve early literacy, math, and self-regulatory skills in preschool children from socioeconomically disadvantaged families. In this study, we first examined associations between family characteristics and different indices of parent involvement in the GRS intervention. We then examined associations between parent involvement and change in children's school readiness skills over time. Participants were 133 preschool children attending Head Start and their parents who participated in the GRS intervention during the academic year 2014–2015. Parent involvement was operationalized as attendance to GRS events at the school, time spent at home doing GRS activities, and usage of digital program materials, which included a set of videos to support the implementation of parent-child activities at home. Although few family characteristics were significantly associated with parent involvement indices, there was a tendency for some markers of higher socioeconomic status to be linked with greater parent involvement. In addition, greater parent involvement in the GRS intervention was significantly associated with greater gains in children's early literacy, math, and self-regulatory skills. These findings suggest that parent involvement in comprehensive early interventions could be beneficial in terms of improving school readiness for preschoolers from disadvantaged families. PMID:29904362
Ferretti, Larissa K.; Bub, Kristen L.
Research Findings: Using data from 3,250 participants in the Early Childhood Longitudinal Study, Birth Cohort, we used structural equation modeling to investigate whether family routines (e.g., bedtime routine, reading routine) established in preschool predict children's school readiness (i.e., academic skills, social-emotional skills, and…
Janus, Magdalena; Duku, Eric
Notwithstanding the constant debate in the scientific and policy literature on the precise meaning of school readiness, research consistently demonstrates a wide variation between groups of children resulting in a gap at school entry. Recently, the teacher-completed Early Development Instrument (EDI), a new measure of children's school readiness…
Park, Yujeong; Gurel, Sungur; Oh, Jihyun; Bettini, Elizabeth A; Leite, Walter
The purpose of this study is to examine the effects of Head Start on early literacy skills relevant to school readiness of English language learners compared to their peers. The comparisons of literacy outcomes were conducted between English language learners and non-English language learners when both groups participated and were not in Head…
Tso, Winnie; Rao, Nirmala; Jiang, Fan; Li, Albert Martin; Lee, So-Lun; Ho, Frederick Ka-Wing; Li, Sophia Ling; Ip, Patrick
To examine the average sleep duration in Chinese preschoolers and to investigate the association between sleep duration and school readiness. This is a cross-sectional study that included 553 Chinese children (mean age = 5.46 years) from 20 preschools in 2 districts of Hong Kong. Average daily sleep duration in the last week was reported by parents and school readiness as measured by the teacher-rated Chinese Early Development Instrument (CEDI). Most Chinese preschoolers had 9-10 hours of sleep per day. Only 11% of preschoolers had the recommended 11-12 hours of sleep per day. This group was associated with more "very ready" CEDI domains. Sleep deprivation (≤7 hours per day) was associated with a lower CEDI total score, lower scores in the emotional maturity and language/cognitive domain, and prosocial behaviors subdomain but a greater score in the hyperactivity/inattention subdomain. Children with a lower family socioeconomic index, lower maternal education level, infrequent parent-child interactions, and who used electronic devices for more than 3 hours per day had shortened sleep durations. Optimal sleep duration was associated with better school readiness in preschool children, whereas sleep deprivation was associated with lower school readiness, more hyperactivity and inattention, and less prosocial behavior. Copyright © 2016 Elsevier Inc. All rights reserved.
Pilkauskas, Natasha V.
Despite the increasing prevalence of 3-generation family households (grandparent, parent, child), relatively little research has studied these households during early childhood. Using nationally representative data from the Early Childhood Longitudinal Study--Birth Cohort ("N" = ~6,550), this study investigated the associations between…
Morrissey, Taryn W.; Vinopal, Katie
Neighborhoods provide resources that may affect children's achievement or moderate the influences of other developmental contexts, such as early care and education (ECE). Using a sample (N ˜ 12,430) from the 2010-2011 Early Childhood Longitudinal Study-Kindergarten Cohort, merged with census tract-level poverty data from the 2008-2012 American…
Crosby, Danielle A.; Dunbar, Angel S.
Policy and academic interest in young children has grown substantially in recent years, prompted in part by advancements in the scientific understanding of early childhood and mounting evidence of the importance of early experiences for later development. Of particular concern is the finding that achievement disparities among different racial,…
Lapointe, Vanessa R.; Ford, Laurie; Zumbo, Bruno D.
In the current research project, the relationship between neighborhood environment and school readiness was investigated. To measure neighbourhood environment, data from the 2001 Canadian Census were used, while school readiness was measured using the Early Development Instrument (EDI). EDI data were collected for kindergarten children across…
Minnesota Department of Education, 2004
A large and growing body of research supports the critical relationship between early childhood experiences and successful life-long outcomes. Assessing the readiness of children as they enter school is a high priority. This report describes findings from Year Two of the assessment of school readiness with a larger random sample of children…
Mann, Trisha D.; Hund, Alycia M.; Hesson-McInnis, Matthew S.; Roman, Zachary J.
The current study specified the extent to which hot and cool aspects of executive functioning predicted academic and social-emotional indicators of school readiness. It was unique in focusing on positive aspects of social-emotional readiness, rather than problem behaviors. One hundred four 3-5-year-old children completed tasks measuring executive…
Halfon, Neal; Uyeda, Kimberly; Inkelas, Moira; Rice, Thomas
This report is designed to support the planning and implementation of the Maternal and Child Health Bureau (MCHB) State Early Childhood Comprehensive Systems (SECCS) Initiative. It addresses a set of principles that these agencies can use to advance their planning process, reach out to new partners, develop collaborative strategies, and build a…
Sherry, Kate; Draper, Catherine E.
Early childhood development (ECD) has gained substantial recognition in South Africa (SA) as a key issue to be addressed, but inequities and deficits remain evident, despite progressive policy and widespread effort by a range of role players in the non-governmental sector. ECD in SA requires far more attention if these are to be rectified, and…
Ansari, Arya; Winsler, Adam
Within the United States, there are a variety of early education models and curricula aimed at promoting young children's pre-academic, social, and behavioral skills. This study, using data from the Miami School Readiness Project (Winsler et al., 2008, 2012), examined the school readiness gains of low-income Latino (n = 7,045) and Black (n =…
The author documents pervasive racial disparities in the health of American children and analyzes how and how much those disparities contribute to racial gaps in school readiness. She explores a broad sample of health problems common to U.S. children, such as attention deficit hyperactivity disorder, asthma, and lead poisoning, as well as maternal…
We need to develop better forms of school readiness assessment that do not encourage tracking, narrowing the curriculum, or kindergarten retention. This article describes three examples of work-in-progress from the state of Georgia, a test publisher (CTB Macmillan/McGraw-Hill), and a research scientist, Samuel Meisels. Includes seven references.…
Weegar, Kelly; Guérin-Marion, Camille; Fréchette, Sabrina; Romano, Elisa
This study explored how physical punishment (PP) and other parenting approaches may predict school readiness outcomes. By using the Canada-wide representative data, 5,513 children were followed over a 2-year period. Caregivers reported on their use of PP and other parenting approaches (i.e., literacy and learning activities and other disciplinary…
Silver, Archie A.
Differential diagnosis of delayed language development in the preschool child at the Readiness Nursery of the New York University Medical School can be shown by three case histories. Diagnosis requires identification of factors involved in the origin and development of the child's language deficit both at the time of diagnosis and at the critical…
Gay, Lesbian and Straight Education Network (GLSEN), 2012
"Ready, Set, Respect!" provides a set of tools to help elementary school educators ensure that all students feel safe and respected and develop respectful attitudes and behaviors. It is not a program to be followed but instead is designed to help educators prepare themselves for teaching about and modeling respect. The toolkit responds to…
Isaacs, Julia B.
Poor children in the United States start school at a disadvantage in terms of their early skills, behaviors, and health. Fewer than half (48 percent) of poor children are ready for school at age five, compared to 75 percent of children from families with moderate and high income, a 27 percentage point gap. This paper examines the reasons why poor…
The largest charter organization in Los Angeles serving more than 11,000 low-income students aims to prove it is possible to educate students at high levels across an entire system of schools. Alliance College-Ready Public Schools developed the PACE blended learning model, launched at the new Baxter High School, to more effectively prepare its…
Puchala, Chassidy; Vu, Lan T H; Muhajarine, Nazeem
Contextual factors, as measured by neighbourhood characteristics, shape the experiences children have and affect their "school readiness", i.e., whether they are well or poorly prepared for the transition from home to kindergarten. This study assessed the independent effects of individual and neighbourhood factors on school readiness; specifically, it examined whether and to what degree neighbourhood factors modified children's language ability and thus their school readiness in a population of children in Saskatoon, Saskatchewan. The study included all children attending kindergarten in 2001, 2003 and 2005 in Saskatoon. School readiness and child characteristics were measured by the Early Development Instrument (EDI). The EDI measures child development at school commencement in five domains: physical health and well-being, social competence, emotional maturity, cognitive and language development, and communication skills and general knowledge. Data from the 2001 Census were used to characterize Saskatoon's neighbourhoods. Multilevel modeling examined the independent and buffering or exacerbating effects of individual and neighbourhood factors on the relation between English as a Second Language (ESL) status in children and EDI domain scores. ESL children had significantly lower scores on all EDI domains compared with non-ESL children. Certain factors (e.g., younger age, male, Aboriginal status, having special needs) were significantly related to lower readiness in terms of the emotional maturity, and communication skills and general knowledge domains. Importantly, children who lived in neighbourhoods that were highly transient (with a higher proportion of residents who had moved in the previous year) had lower EDI scores on both domains, and those in neighbourhoods with lower rates of employment had lower EDI scores on communication skills and general knowledge. Neighbourhood ethnic diversity mitigated the negative impact of ESL status on school readiness for both
Johnson, Anna D; Martin, Anne; Brooks-Gunn, Jeanne
The federal child care subsidy program represents one of the government’s largest investments in early care and education. Using data from the nationally representative Early Childhood Longitudinal Study – Birth Cohort (ECLS-B), this paper examines associations, among subsidy-eligible families, between child care subsidy receipt when children are 4 years old and a range of school readiness outcomes in kindergarten (sample n ≈ 1,400). Findings suggest that subsidy receipt in preschool is not directly linked to subsequent reading or social-emotional skills. However, subsidy receipt predicted lower math scores among children attending community-based centers. Supplementary analyses revealed that subsidies predicted greater use of center care, but this association did not appear to affect school readiness. PMID:23461769
Noble, Kimberly G.; Tottenham, Nim; Casey, B. J.
This article allows readers to look at racial and ethnic disparities in school readiness from a neuroscience perspective. Although researchers have traditionally measured gaps in school readiness using broad achievement tests, they can now assess readiness in terms of more specific brain-based cognitive functions. Three neurocognitive…
The links between social information processing, social competence, and school readiness were examined in this short-term longitudinal study with a sample of 198 preschool children. Data on social information processing were obtained via child interview, data on child social competence were obtained via teacher report, and data on school readiness were obtained via child assessment (early literacy skills) and teacher report (approaches to learning). Findings provided support for our hypothesis that both social information processing and social competence are related to school readiness. Social competence also partially mediated the link between social information processing and school readiness thus supporting our hypothesis about an indirect path in which mental processes are translated into social skills and then translated into school readiness. PMID:23046690
Brown, Elizabeth G.; Scott-Little, Catherine
Encouraged by evidence linking quality early care/education programs and improved student outcomes, a variety of school readiness programs and initiatives have been created. This report reviews and synthesizes evaluation studies conducted on early childhood interventions, focusing on programs emphasizing a school readiness goal. The report…
Pears, Katherine C.; Healey, Cynthia V.; Fisher, Philip A.; Braun, Drew; Gill, Colt; Conte, Holly Mar; Newman, Judy; Ticer, Sara
Children from low-income backgrounds demonstrate poorer school readiness skills than their higher-income peers. The Kids In Transition to School (KITS) Program was developed to increase early literacy, social, and self-regulatory skills among children with inadequate school readiness. In the present study, 39 families participated in a pilot…
Halfon, Neal; Uyeda, Kimberly; Inkelas, Moira; Rice, Thomas
This policy brief describes the State Early Childhood Comprehensive Systems (SECCS) Initiative, a policy designed to improve early childhood programs to ensure that all children arrive at school healthy and ready to learn. The SECCS is intended to help states build a bridge from birth to school and addresses how states will support children and…
Cannon, Jill S.; Jacknowitz, Alison; Karoly, Lynn A.
Many children begin school unprepared to meet its academic requirements. If this school readiness gap is not addressed, it can be a precursor to continuing low achievement. One promising approach to this problem is to provide high-quality early learning opportunities to low-income children. Many publicly funded early care and education programs in…
Scott-Little, Catherine; Maxwell, Kelly L.; Bryant, Donna M.; Ridley, Stephanie Maher
Describes North Carolina's school readiness program, including definition, family and community support, and assessment. Reports findings and recommendations from the North Carolina school readiness assessment, focusing on condition of children and capacity of schools. (PKP)
Forget-Dubois, Nadine; Lemelin, Jean-Pascal; Boivin, Michel; Dionne, Ginette; Seguin, Jean R.; Vitaro, Frank; Tremblay, Richard E.
School readiness tests are significant predictors of early school achievement. Measuring school readiness on a large scale would be necessary for the implementation of intervention programs at the community level. However, assessment of school readiness is costly and time consuming. This study assesses the predictive value of a school readiness…
Jackson, Jacob; Kurlaender, Michal
State K-12 assessments may soon include measures for college readiness, as California's already do. We seek to understand how California's Early Assessment Program (EAP, designed to assess high school juniors' college readiness in English and math) may have influenced overall school-level college readiness and state accountability outcomes. Using…
Panter, Janet E.; Bracken, Bruce A.
The Bracken School Readiness Assessment (BSRA) was administered to all kindergarten students enrolled in two rural elementary schools in the fall of 2004. Eight months later, the reading portion of the Metropolitan Readiness Tests, 6th Edition (MRT-6) was administered. Teachers were asked to indicate whether they had concerns about each student's…
Fong, G.; Hisatake,T.; Chang, W.; Choy, A.; Nemoto, M.; Yuen, S.
School-ready children are children who are prepared to learn successfully in school. These children show growth over time in their physical, social and emotional, language, and cognitive development. They also show increasing interests in new experiences and in mastering new skills. Getting "school-ready" starts long before the weeks or…
Mattern, Krista; Allen, Jeff; Camara, Wayne
The findings of the Gaertner and McClarty article (2015) raised awareness on two extremely important topics related to college readiness: First, to effect change, we must measure students' progression towards college readiness throughout their K-12 career rather than just at the culmination of high school. Second, college readiness encompasses…
Spielberger, Julie; Baker, Stephen; Winje, Carolyn; Mayers, Leifa
Chapin Hall has been conducting an implementation and evaluability study of the ECCI (Early Childhood Cluster Initiative) project since the midway point of its first year. As described in the authors' first report (Spielberger & Goyette, 2006), the initiative made considerable progress in its initial year, particularly in implementing the…
Al-Hassan, Suha M; Lansford, Jennifer E
In 2003, Jordan initiated a period of education reform, one component of which was an effort to improve readiness for first grade by opening public kindergartens. This study had three goals: (a) To describe the school readiness of Jordanian children; (b) To compare the first grade readiness of children who had and had not attended kindergarten; and (c) To compare the 2004 and 2007 readiness of children in areas that instituted kindergartens during that time period. Trained observers directly assessed 4,681 children's readiness, and teachers reported on children's social skills and behavioral readiness. At least 80% of children were rated as being almost or fully ready for first grade in each domain assessed. Children who had attended kindergarten were more ready for first grade than were children who had not attended kindergarten. In communities with newly established kindergartens, children were more ready for first grade in 2007 than in 2004.
Thaver, Danyal Hasan; Masud, Nazish; Ashraf, Mariam
Voluntary non-remunerated blood donors are considered the best among all different types of blood donors for improving the supply of safe blood. Though safe blood transfusion services have improved in Pakistan, but efforts are still required to optimize blood banks and improve recruitment of voluntary donors, such as senior school/college going students as a source of safe blood. This study looks into the awareness of senior school children concerning blood related issues including blood donation. This cross-sectional descriptive study enrolled 106 senior school students of private schools. Data were collected through self-administered questionnaire. Although 90% of the students considered blood as an important entity for saving lives still 56.8% had never thought of donating blood. Respondents had good knowledge regarding the possible spread of HIV/AIDS, and Hepatitis B and C through unsafe transfusions. Possible hindrances to donating blood included fear of needles, fear of acquiring disease, lack of knowledge regarding where to donate blood and lack of trust on blood banks. More than half of the students believed that blood should be bought from professional blood donors. Senior school going children are not ready to donate blood. Lack of knowledge and prevailing misconceptions regarding blood transfusions need to be addressed and mechanisms to motivate and mobilize youth for becoming voluntary blood donors need to be established.
McWayne, Christine M.; Cheung, Katherine; Wright, Linnie E. Green; Hahs-Vaughn, Debbie L.
This study is a population-based investigation of children's school readiness with a national sample of low-income children, utilizing data from the Family and Children's Experiences Survey (FACES; 2000-2003). Guided by a developmental ecological framework, we posed 3 research questions: (a) How do children's early school readiness skills in the…
If it is true that "new discoveries in neuroscience suggest that school readiness interventions might come too late if they start after the child is three years old", then the infant/toddler field must claim the concept of school readiness. The brain's foundation for all later learning is created in the first three years of life. As many…
In a democratic education system, it is important to provide equal opportunity to every child. Both educators and researchers acknowledge a gap between students who attend school ready to learn and those who do not. School readiness prepares students for this learning. The purpose of the study was to ascertain Turkish classroom teachers'…
Gottfried, Michael A.
The increased utilization of non-parental pre-kindergarten care has spurred interest by both researchers and policy makers as to what types of care might be effective at boosting school readiness. Under-developed in the research has been an assessment of the influence of pre-kindergarten care on school readiness for English Language Learners…
Abo-Zena, Mona M.; New, Rebecca Staples
Contrary to the concept of school readiness as achieving a particular set of attributes considered essential for educational success, this article is grounded in the assumption that all children are ready to learn, but what they are expected to learn varies widely from one cultural setting and historic period to another. The authors challenge the…
Ehlers, Diane K.; Huberty, Jennifer L.; Beseler, Cheryl L.
The purpose of this study was to determine: (i) the effect of schools' baseline community readiness (CR) on youth physical activity (PA) at recess prior to the Ready for Recess intervention; (ii) if changes in PA due to the intervention were explained by baseline CR and (iii) if specific components of the intervention altered an association…
Konold, Timothy R.; Pianta, Robert C.
School readiness assessment is a prominent feature of early childhood education. Because the construct of readiness is multifaceted, we examined children's patterns on multiple indicators previously found to be both theoretically and empirically linked to school readiness: social skill, interactions with parents, problem behavior, and performance…
Isaacs, Julia; Magnuson, Katherine
This study uses data from the Early Childhood Longitudinal Study-Birth (ECLS-B) Cohort to estimate associations between two important indicators of family socioeconomic status--family income and maternal education--and children's school readiness measured by academic skills, behavior, and physical health at school entry. We find large gaps in our…
Whitsel, Christopher Michael; Lapham, Kate
Within the development studies framework, empowerment involves increasing individual agency vis-à-vis the formal and informal opportunity structure. The Open Society Foundation's Early Childhood Programme developed the Getting Ready for School programme specifically for parents of preschool-age children to use at home in the year before school to…
Furness, Rachelle K.
Clarifying the concept of digital college readiness (DCR) can direct pedagogical and policy shifts toward the integration of digital literacies instruction as an essential component of college readiness, especially for educators and researchers in the field of developmental education. Since the 1980s, the demands for digitally mediated literacies…
Shah, Mira B.; Schaefer, Barbara A.; Clark, Teresa P.
To effectively provide early interventions to children, identifying those who are in need of these interventions is essential. In India, several problems hinder the process of early identification, including a lack of standardized measures for assessment. This study investigates the utility of the Bracken School Readiness Assessment, Third Edition…
Early college high schools are a promising but expensive pathway to college readiness. Most such schools are supported with state funds and/or grants. This descriptive case study presents an early college program, now in its fourth year in a traditional high school, in which the families, high school and local community college shared the entire…
Labas, Gladys; Minaya Rowe, Liliana
This paper reports on how ten school districts and a state university system address a state-funded college readiness program for high school student achievement in mathematics and English. It addresses in qualitative and quantitative detail: (a) the school-university partnership designed to decrease the number of high school students that require…
Since the National Education Goals Panel was convened in 1991, school readiness for all children has remained a high priority across our nation. The Foundations of Learning Framework is a tool to understand what it means for a child to be "ready." Preparation for educational success requires two key ingredients--relationships and play. In the…
Ma, Xin; Nelson, Regena F.; Shen, Jianping; Krenn, Huilan Y.
Using hierarchical linear modeling, the present study aimed to examine whether targeted intervention strategies implemented individually during a preschool program exhibited any short-term and long-term effects on children's school readiness in kindergarten, utilizing data gathered through the Supporting Partnerships to Assure Ready Kids (SPARK)…
Ouma, Gordon O.; Awuor, Fredrick M.; Kyambo, Benjamin
As e-learning becomes useful to learning institutions worldwide, an assessment of e-learning readiness is essential for the successful implementation of e-learning as a platform for learning. Success in e-learning can be achieved by understanding the level of readiness of e-learning environments. To facilitate schools in Kenya to implement…
Schoen, Michael J.; Nagle, Richard J.
Investigated relationship between temperament and school readiness scores among 152 kindergarten children. All correlations between Temperament Assessment Battery for Children (TABC) scales and Metropolitan Readiness Test (MRT) scores were significant when effects of receptive vocabulary were removed. Results showed that, once TABC persistence…
Pressler, Emily; Raver, C. Cybele; Friedman-Krauss, Allison H.; Roy, Amanda
Low-income students are at increased risk for grade retention and suspension, which dampens their chances of high school graduation, college attendance, and future success. Drawing from a sample of 357 children and their families who participated in the Chicago School Readiness Project, we examine whether greater exposure to cumulative poverty-related risk from preschool through 5th grade is associated with greater risk of student retention and suspension in 6th grade. Logistic regression results indicate that exposure to higher levels of cumulative risk across the elementary school years is associated with students’ increased risk of retention in 6th grade, even after controlling for child school readiness skills and other covariates. Importantly, findings of the association between average cumulative risk exposure and student suspension are more complex; the role of poverty-related risk is reduced to non-significance once early indicators of child school readiness and other covariates are included in regression models. While, children’s early externalizing behavior prior to kindergarten places children at greater risk of suspension 7 years later, children’s higher levels of internalizing behaviors and early math skills are associated with significantly decreased risk of suspension in the 6th grade. Together, findings from the study suggest the complex ways that both early school readiness and subsequent exposure to poverty-related risk may both serve as compelling predictors of children’s likelihood of “staying on track” academically in the 6th grade. PMID:27867447
Le, Cecilia; Frankfort, Jill
More than 200 early college high schools serving 50,000 students have opened across the United States since 2002--and they are achieving results. Eighty-six percent of early college graduates enroll in college immediately after high school, compared with two-thirds of high school graduates nationwide. Of the 3,000 early college graduates in 2009,…
Temple, Michell; Roy, Jon; Gonder, Ty; Whisenhunt, Julia
This article discusses the importance of the professional school counselors' participation in the development of self-determination skills students with disabilities need to transition from high school to college. An intervention is proposed to guide high school counselors' involvement. Strategies to promote college readiness through the…
For at-risk students who stand little chance of going to college, or even finishing high school, a growing number of districts have found a solution: Give them an early start in college while they still are in high school. The early college high school (ECHS) movement that began with funding from the Bill and Melinda Gates Foundation 10 years ago…
Children's early home learning experiences are important influences on children's adjustment and achievement in the early years of school. This study explores the relationships between parental beliefs about school readiness, family engagement in home learning activities, on children's attitudes to school as reported by parents, and children's…
Wolf, Sharon; McCoy, Dana Charles
This study examines how parent socioeconomic status (SES) directly and indirectly predicts children's school readiness through pathways of parental investment. Data come from direct assessments with preschool children and surveys with their primary caregivers in Ghana at the start of the 2015-2016 school year (N = 2,137; M age = 5.2 years). Results revealed SES-related gaps in all parental investment characteristics and child school readiness skills. Preschool involvement served as the primary mediating mechanism in the path from SES to most school readiness skills, though it did not predict executive function. The number of books in the household was marginally positively predictive of early literacy, whereas at-home stimulation was negatively related to motor, literacy, and numeracy skills. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.
Wold, Cheryl; Nicholas, Will
School readiness is an important public health outcome, determined by a set of interdependent health and developmental trajectories and influenced by a child's family, school, and community environments. The same factors that influence school readiness also influence educational success and health throughout life. A California cigarette tax ballot initiative (Proposition 10) created new resources for children aged 0 to 5 years and their families statewide through county-level First 5 commissions, including First 5 LA in Los Angeles County. An opportunity to define and promote school readiness indicators was facilitated by collaborative relationships with a strong emphasis on data among First 5 LA, the Children's Planning Council, and the Los Angeles County Public Health Department, and other child-serving organizations. A workgroup developed school readiness goals and indicators based on recommendations of the National Education Goals Panel and five key domains of child well-being: 1) good health, 2) safety and survival, 3) economic well-being, 4) social and emotional well-being, and 5) education/workforce readiness. The Los Angeles County Board of Supervisors and First 5 LA Commission adopted the school readiness indicators. First 5 LA incorporated the indicators into the results-based accountability framework for its strategic plan and developed a community-oriented report designed to educate and spur school readiness-oriented action. The Los Angeles County Board of Supervisors approved a countywide consensus-building plan designed to engage key stakeholders in the use of the indicators for planning, evaluation, and community-building activities. School readiness indicators in Los Angeles County represent an important step forward for public health practice, namely, the successful blending of an expanded role for assessment with the ecological model.
Hartman, Suzanne; Winsler, Adam; Manfra, Louis
Research Findings: Recent research and teacher reports have highlighted the importance of early behavior skills for children's school readiness and academic success in elementary school. Significant gaps in school readiness and achievement exist between children in poverty and those more affluent. Low-income children are also more likely to…
Paulu, Nancy; Greene, Wilma P., Ed.
This booklet suggests ways for parents to help their preschool children grow, develop, and have fun learning. A brief opening section called "Learning Begins Early" provides a general context for the book. The second section, on what it means to be ready for school, describes the qualities and skills that youngsters need to get a good start in…
Bustamante, Andres S.; White, Lisa J.; Greenfield, Daryl B.
Approaches to learning are a set of domain-general skills that encompass curiosity, persistence, planning, and engagement in group learning. These skills play a key role in preschoolers' learning and predict school readiness in math and language. Preschool science is a critical domain for early education and facilitates learning across domains.…
Spielberger, Julie; Gouvea, Marcia; Rich, Lauren
For more than a decade, Florida's Palm Beach County has been building a system of prevention and early intervention services to promote and support the healthy development and school readiness of children from birth to age 8. The county began this effort with a set of programs focused on serving families in four targeted geographic areas that have…
Lee, RaeHyuck; Han, Wen-Jui; Waldfogel, Jane; Brooks-Gunn, Jeanne
We examined the associations between preschool attendance and academic school readiness at kindergarten entry among 5-year-old children of immigrant mothers in the United States using data from a US nationally representative sample (Early Childhood Longitudinal Study-Birth Cohort, N = 1650). Comparing children who were in preschool (Head Start,…
Sabol, Terri J.; Pianta, Robert C.
In the majority of states using Quality Rating and Improvement Systems (QRIS) to improve children's school readiness, the Early Childhood Environmental Rating Scale-Revised (ECERS-R) is a core assessment of preschool program quality and is central to QRIS metrics and incentive structures. The present study utilizes nationally representative data…
Guhn, Martin; Gadermann, Anne; Zumbo, Bruno D.
The present study investigates whether the Early Development Instrument (Offord & Janus, 1999) measures school readiness similarly across different groups of children. We employ ordinal logistic regression to investigate differential item functioning, a method of examining measurement bias. For 40,000 children, our analysis compares groups…
Muhajarine, Nazeem; Puchala, Chassidy; Janus, Magdalena
The aim of the current paper was to examine the equivalence of the Early Development Instrument (EDI), a teacher rating measure of school readiness, for Aboriginal and non-Aboriginal children. The current study used an approach, which analyzes the structure and properties of the EDI at the subdomain level. Similar subdomain score distributions…
Bono, Katherine E.; Sy, Susan R.; Kopp, Claire B.
This study focuses on the associations between family variables and academic and social school readiness in low-income Black children. Analyses drew from the National Institute for Child Development (NICHD) Study of Early Child Care and Youth Development dataset. The participants included 122 children and their mothers. Data collection occurred…
Fostering healthy social and emotional development provides the foundation for school readiness in programs serving infants, toddlers, and their families. In this article, the author explores four key concepts that make the link between social and emotional development and early learning: 1) Cognitive and social-emotional development are…
This research examined, through a qualitative approach, the perceptions of middle school counselors and resources to prepare middle school students to be college and career ready. In the past, there has been a limited amount of research that has been completed on middle school students in the area of college and career readiness, most research has…
Marjanovic Umek, Ljubica; Kranjc, Simona; Fekonja, Urska; Bajc, Katja
The purpose of this study was to examine the effect of preschool on children's school readiness in connection with their intellectual abilities, language competence and parents' education. The sample included 219 children from 68 to 83 months old attending the first year of primary school, differentiated by whether or not they had attended…
Lee, Chul; Kim, Eunyoung
The study utilized the National Education Longitudinal Study of 1988 (NELS:88) to identify which characteristics of academically effective high schools are key determinants of students' academic readiness for college. A multilevel analysis shows that high school characteristics affect student preparation for college in four core subject areas:…
Hammer, Carol Scheffner; Blair, Clancy; Lopez, Lisa; Leong, Deb; Bedrova, Elena
The purpose of this research is to examine the efficacy of "Tools of the Mind". Specifically, the aims of the research are to: (1) Evaluate the short- and long-term outcomes of Tools of the Mind, designed to promote school readiness for Latino preschoolers who are English Language Learners and at risk for later school difficulties; (2)…
Purpose and Methods: This report is the second benchmark study to assess the system of supports for school readiness. The data for this study was collected in the fall of 2006 on 537 entering kindergarten children and their families in eight representative schools across the County. The ecological model and methods from the first study, which was…
Roderick, Melissa; Nagaoka, Jenny; Coca, Vanessa
Melissa Roderick, Jenny Nagaoka, and Vanessa Coca focus on the importance of improving college access and readiness for low-income and minority students in urban high schools. They stress the aspirations-attainment gap: although the college aspirations of all U.S. high school students, regardless of race, ethnicity, and family income, have…
Ramsey-White, Kim Renee
Research shows that too many students are graduating from high school ill-prepared to be successful in the postsecondary environment. This study examined the high school experiences of dual-enrollment students who participated in an Early College High School, and how the students perceived their high school experiences in preparing them for…
Chapa, Marisa; Galvan-De Leon, Vanessa; Solis, Judith; Mundy, Marie-Anne
During the 79th Texas Legislature, the bill "Advancement of College Readiness in Curriculum" was passed (THECB). As a response to this, high schools and colleges have combined forming an early college high school. The result of this union was a program that condensed the time it took to complete both the high school diploma and up to two…
Geoffroy, Marie-Claude; Côté, Sylvana. M.; Giguère, Charles-Édouard; Dionne, Ginette; Zelazo, Philip David; Tremblay, Richard E.; Boivin, Michel; Séguin, Jean. R.
Background Socially disadvantaged children with academic difficulties at school entry are at increased risk for poor health and psychosocial outcomes. Our objective is to test the possibility that participation in childcare – at the population level – could attenuate the gap in academic readiness and achievement between children with and without a social disadvantage (indexed by low levels of maternal education). Methods A cohort of infants born in the Canadian province of Quebec in 1997/1998 was selected through birth registries and followed annually until 7 years of age (n = 1,863). Children receiving formal childcare (i.e., center-based or non-relative out-of-home) were distinguished from those receiving informal childcare (i.e., relative or nanny). Measures from 4 standardized tests that assessed cognitive school readiness (Lollipop Test for School Readiness), receptive vocabulary (Peabody Picture Vocabulary Test Revised), mathematics (Number Knowledge Test), and reading performance (Kaufman Assessment Battery for children) were administered at 6 and 7 years. Results Children of mothers with low levels of education showed a consistent pattern of lower scores on academic readiness and achievement tests at 6 and 7 years than those of highly educated mothers, unless they received formal childcare. Specifically, among children of mothers with low levels of education, those who received formal childcare obtained higher school readiness (d = 0.87), receptive vocabulary (d = 0.36), reading (d = 0.48) and math achievement scores (d = 0.38; although not significant at 5%) in comparison with those who were cared for by their parents. Childcare participation was not associated with cognitive outcomes among children of mothers with higher levels of education. Conclusions Public investments in early childcare are increasing in many countries with the intention of reducing cognitive inequalities between disadvantaged and advantaged children. Our findings provide further
Orlansky, Gale; Wilmer, Jeremy; Taub, Marc B; Rutner, Daniella; Ciner, Elise; Gryczynski, Jan
This study investigated the relationship between uncorrected astigmatism and early academic readiness in at-risk preschool-aged children. A vision screening and academic records review were performed on 122 three- to five-year-old children enrolled in the Philadelphia Head Start program. Vision screening results were related to two measures of early academic readiness, the teacher-reported Work Sampling System (WSS) and the parent-reported Ages and Stages Questionnaire (ASQ). Both measures assess multiple developmental and skill domains thought to be related to academic readiness. Children with astigmatism (defined as >|-0.25| in either eye) were compared with children who had no astigmatism. Associations between astigmatism and specific subscales of the WSS and ASQ were examined using parametric and nonparametric bivariate statistics and regression analyses controlling for age and spherical refractive error. Presence of astigmatism was negatively associated with multiple domains of academic readiness. Children with astigmatism had significantly lower mean scores on Personal and Social Development, Language and Literacy, and Physical Development domains of the WSS, and on Personal/Social, Communication, and Fine Motor domains of the ASQ. These differences between children with astigmatism and children with no astigmatism persisted after statistically adjusting for age and magnitude of spherical refractive error. Nonparametric tests corroborated these findings for the Language and Literacy and Physical Health and Development domains of the WSS and the Communication domain of the ASQ. The presence of astigmatism detected in a screening setting was associated with a pattern of reduced academic readiness in multiple developmental and educational domains among at-risk preschool-aged children. This study may help to establish the role of early vision screenings, comprehensive vision examinations, and the need for refractive correction to improve academic success in
Kondakci, Yasar; Beycioglu, Kadir; Sincar, Mehmet; Ugurlu, Celal Teyyar
Theorizing on the role of teacher attitudes in change effectiveness, this study examined the predictive value of context (trust), process (social interaction, participative management and knowledge sharing) and outcome (job satisfaction and workload perception) variables for cognitive, emotional and intentional readiness of teachers for change.…
Ogletree, Earl J.
In the United States, a psychometric psychology dominates the thinking of educators. For traditional, political, and social reasons, developmental psychology rarely informs educational practices. This is the case even though studies show that the inducing of cognitive learning before a child is ready will reduce the child's learning potential and…
Reichman, Nancy E.
In the United States black women have for decades been twice as likely as white women to give birth to babies of low birth weight who are at elevated risk for developmental disabilities. Does the black-white disparity in low birth weight contribute to the racial disparity in readiness? The author summarizes the cognitive and behavioral problems…
This guide is intended to help collaborative groups work together more effectively to promote children's readiness for school and provides useful information on the many factors that affect school readiness. The guide notes North Carolina's definition of school readiness as the condition of children as they enter school, based on five…
Rajbhandari, Mani Man Singh
The concept of Self-managing schools involving local community members, teachers and parents with the formation of School Management Committee is gaining ground in Nepal after the world conference on education for all (WCEFA) held in Jomtien, Thailand in the year 1990. Transferring the management of public schools in the hand of willing community…
Hammer, Carol Scheffner; Morgan, Paul; Farkas, George; Hillemeier, Marianne; Bitetti, Dana; Maczuga, Steve
This study was designed to (a) identify sociodemographic, pregnancy and birth, family health, and parenting and child care risk factors for being a late talker at 24 months of age; (b) determine whether late talkers continue to have low vocabulary at 48 months; and (c) investigate whether being a late talker plays a unique role in children's school readiness at 60 months. We analyzed data from the Early Childhood Longitudinal Study, a population-based sample of 9,600 children. Data were gathered when the children were 9, 24, 48, and 60 months old. The risk of being a late talker at 24 months was significantly associated with being a boy, lower socioeconomic status, being a nonsingleton, older maternal age at birth, moderately low birth weight, lower quality parenting, receipt of day care for less than 10 hr/week, and attention problems. Being a late talker increased children's risk of having low vocabulary at 48 months and low school readiness at 60 months. Family socioeconomic status had the largest and most profound effect on children's school readiness. Limited vocabulary knowledge at 24 and 48 months is uniquely predictive of later school readiness. Young children with low vocabularies require additional supports prior to school entry.
Dotterer, Aryn M.; Iruka, Iheoma U.; Pungello, Elizabeth
This study examined the link between socioeconomic status (SES) and school readiness, testing whether parenting (maternal sensitivity and negative behavior/intrusiveness) and financial stress mediated this association and if race moderated these paths. Participants included 164 mother-child dyads from African American and European American…
Aliotti, Nicholas C.
The effects of educational stimulation on creative thinking ability and the relationships among verbal and figural creativity, intelligence, and school readiness were investigated in a sample of 123 first grade children. The educational stimulation consisted of special advanced instruction in physical education, music, art, social studies, and…
Farver, Jo Ann M.; Xu, Yiyuan; Eppe, Stefanie; Lonigan, Christopher J.
This exploratory study examined the relations among characteristics of children's home environments and two school readiness skills: their oral language and social functioning. Low SES Latino mothers of 122 (65 girls; 57 boys) preschoolers (39-49 months (M=45.00; S.D.=5.40) completed questionnaires about their family demography, their home…
Ogletree, Earl J.; Ujlaki, Vilma
This paper presents Rudolf Steiner's maturational readiness theory of human physiopsychology and comments on education in the Waldorf Schools. Discussion asserts that Steiner's concept of human development is complex and that intensive study is required for even a superficial understanding of "the four members of man": the physical,…
Khoshaim, Heba Bakr
There has been a huge improvement in the education system in Saudi Arabia quantitatively and qualitatively. Nevertheless, many researchers indicated that high school graduates are not ready for higher education. Especially when considering mathematical compensations, high-demanded skills for tertiary academic programs, Saudi students have been…
de Villiers, Elsabé; Pretorius, S. G.
The aim of this research was to determine educators' perceptions of and readiness for teacher leadership. A total of 283 educators in the Eden and Central Karoo Education District in the Western Cape participated in the study. The participants included district officials, principals, and members of school management teams, as well as veteran,…
In this study, several middle school factors of students from two consecutive graduating classes were analyzed to determine what relation they had to college readiness, as measured by ACT subtest scores. The academic factors included: 8th grade EXPLORE composite score, 7th grade spring reading and math MAP scores, highest math course completed in…
Pentimonti, Jill M; Justice, Laura M; Kaderavek, Joan N
This study represents an effort to advance our understanding of the nature of school readiness among children with language impairment (LI), a population of children acknowledged to be at risk of poor academic achievement. The academic, social-emotional, and behavioural competencies with which children arrive at kindergarten affect the nature of their future educational experiences, and their overall academic achievement. To examine whether there are reliable profiles that characterize children with LI just prior to kindergarten entrance, and the extent to which profile membership is associated with characteristics of children's homes and preschool experiences. Questions addressed were twofold: (1) To what extent are there reliable profiles of children with LI with respect to their school readiness? (2) To what extent is children's profile membership associated with characteristics of their homes and preschool classrooms? Participants were 136 children with LI from early childhood special education classrooms. We utilized latent class analysis (LCA) to classify individuals into profiles based on individual responses on school readiness measures. We then used multilevel hierarchical generalized linear models to examine the relations between profile membership and children's home/classroom experiences. LCA analyses revealed that a four-profile solution was the most appropriate fit for the data and that classroom experiences were predictive of these profiles, such that children in classrooms with more instructional/emotional support were more likely to be placed in profiles characterized by higher school readiness skills. These results suggest that the school readiness profiles of young children with LI are associated with the quality of children's classroom experiences, and that high-quality classroom experiences can be influential for ensuring that young children with LI arrive in kindergarten ready to learn. © 2014 Royal College of Speech and Language Therapists.
Hibel, Jacob; Faircloth, Susan C.; Farkas, George
In this article, Jacob Hibel, Susan Faircloth, and George Farkas investigate the persistent finding that American Indian and Alaska Native (AI/AN) students are overrepresented in special education. Using data from the kindergarten cohort of the Early Childhood Longitudinal Study, the authors compare the third-grade special education placement rate…
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…
Hair, Elizabeth; Halle, Tamara; Terry-Humen, Elizabeth; Lavelle, Bridget; Calkins, Julia
Two studies examine patterns of school readiness in children at school entry and how these patterns predict first-grade outcomes in a nationally representative sample of first-time kindergartners from the Early Childhood Longitudinal Study--Kindergarten Class of 1998-1999 (N = 17,219). In Study 1, cluster analyses revealed four profiles at…
Clarke, Angela Teresa; Kurtz-Costes, Beth
Researchers examined relationships among children's television viewing, school readiness, parental employment, and the home environment's educational quality. Thirty low-income parents completed surveys. Their preschoolers completed IQ and school readiness assessments. Television viewing adversely related to school readiness and the home…
Wisconsin State Dept. of Public Instruction, Madison.
A place of safe refuge in the event of violent natural forces or a tornado should be included in the design of all new school buildings. Existing a school buildings should be analyzed by the architect, contractor, or engineer to determine if a safe place exists or if one can be readily adapted. Most criteria for fallout shelters are the same for…
Jeon, Lieny; Buettner, Cynthia K; Hur, Eunhye
The purpose of this study was to examine associations between family socioeconomic risk, neighborhood disadvantage, and children's school readiness. A sample of 420 children from 48 early childcare programs yielded multi-informant data. The average age was 55.3 months (SD = 6.4), with 38% of children being Black, non-Hispanic, Hispanic, or other minority race (American Indian or Alaska Native, Asian, and Native Hawaiian or Pacific Islander). One third (32.4%) of the parents had annual incomes less than $30,000. We used multilevel structural equation modeling to test direct and indirect associations among family socioeconomic risk and neighborhood disadvantage and children's cognitive and social-emotional development through home learning environment and parental depression. Children with a greater number of family socioeconomic risks and a higher level of neighborhood disadvantage demonstrated lower scores on cognitive skills. The degree of family socioeconomic risk was indirectly associated with children's cognitive ability through parents' cognitive stimulation at home. Parents who had more family socioeconomic risks and neighborhood disadvantage reported more depressive symptoms, which, in turn, suggested children's greater probability of having social-emotional problems. In other words, home learning environments explained associations between family socioeconomic disadvantage and children's cognitive skills, while parental depression explained associations between family/neighborhood disadvantages and children's social-emotional problems. Results suggest the importance of intervention or prevention strategies for parents to improve cognitive stimulation at home and to reduce depressive symptoms. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
Torcellini, Paul A
Designing, building, and operating zero energy ready K-12 schools provides benefits for districts, students, and teachers. Optimizing energy efficiency is important in any building, but it's particularly important in K-12 schools. Many U.S. school districts struggle for funding, and improving a school building's energy efficiency can free up operational funds that may then be available for educational and other purposes.
Maryland State Department of Education, 2016
As part of Maryland's ongoing commitment to early learning and school readiness, a comprehensive new Kindergarten Readiness Assessment (KRA) was administered for the second time. This assessment is part of the new Ready for Kindergarten: Maryland's Early Childhood Comprehensive Assessment System (R4K) that was developed to align to the state's…
Iatarola, Patrice; Gao, Niu
In 2009, Florida adopted the Differentiated Accountability (DA) plan, making it among the first to specifically incorporate into its existing school grading scheme college readiness targets. In this paper we use a rich panel of data on high school students in Broward County (Ft. Lauderdale) Public Schools to present early evidence of the impact of…
Pears, Katherine C.; Healey, Cynthia V.; Fisher, Philip A.; Braun, Drew; Gill, Colt; Conte, Holly Mar; Newman, Judy; Ticer, Sara
Children from low-income backgrounds demonstrate poorer school readiness skills than their higher-income peers. The Kids in Transition to School (KITS) Program was developed to increase early literacy, social skills, and self-regulatory skills among children with inadequate school readiness. In the present study, 39 families participated in a pilot efficacy trial conducted through a community collaboration to examine the feasibility and impact of the KITS program with families from disadvantaged neighborhoods. Participating families were demographically representative of the larger populations in the participating school districts. Children who received the intervention demonstrated significantly greater improvements in letter naming, initial sound fluency, and understanding of concepts about print than their peers who did not participate in the intervention, as well as decreases in aggressive responses to peer provocation and increases in self-regulation skills. Results suggest that a brief, focused school readiness intervention is feasible to conduct with low-income families and may improve critical skills. PMID:25382932
It is said that "all politics are local," and the same can be said about advocacy and school boards. Advocacy is essential for retaining the progress that's been made in the past, and for building a foundation and network for the future. Advocating for preferred programs, curricula and initiatives has always been important. As a starting point,…
Eisenberg, Nancy; Valiente, Carlos; Eggum, Natalie D.
Research Findings: In this article, we review research on the relations of self-regulation and its dispositional substrate, effortful control, to variables involved in school success. First, we present a conceptual model in which the relation between self-regulation/effortful control and academic performance is mediated by low maladjustment and…
Forry, Nicole; Wessel, Julia
Increased emphasis has been placed on children's ability to enter kindergarten ready to learn, a concept referred to as "school readiness." School readiness has been defined by the Maryland State Department of Education as "the stage of human development that enables a child to engage in, and benefit from, primary learning…
Abu Taleb, Tagreed Fathi
The purpose of this study was to examine the necessity levels of children's school readiness skills held by Jordanian kindergarten teachers. The sample consisted of 347 teachers drawn from the public and private kindergarten education sectors. The school readiness data collection instrument included seven readiness domains with a total of 39…
Chew, Alex L.; Morris, John D.
The validity of the Lollipop Test: A Diagnostic Screening Test of School Readiness was examined using the Metropolitan Readiness Test (MRT), Level I, Form Q, as the criterion. Appreciable concurrent validity was found across test batteries. Implications for school readiness screening are discussed. (Author/BS)
Gilbert, Jaesook L.; Harte, Helene Arbouet; Patrick, Carol
Initiatives such as the No Child Left Behind Act of 2001 (NCLB) reflect America's recent emphasis on literacy and educational accountability. Policymakers have a heightened interest in educating children earlier and fostering brain growth, in part due to the increased awareness of research on brain development and the importance of the early years…
Pentimonti, Jill M; Murphy, Kimberly A; Justice, Laura M; Logan, Jessica A R; Kaderavek, Joan N
School readiness generally captures the notion that children do best when they arrive at formal schooling with a certain threshold of skill that will help them thrive in the classroom's academic and social milieu. To examine the dimensionality of the construct of school readiness among children with language impairment (LI), as well as the extent to which these dimensions relate to children's end-of-kindergarten literacy skills. Participants were 136 preschool-aged children with LI. Children were assessed on measures of pre-literacy, social, and behavioural skills in preschool and reading and spelling in kindergarten. Confirmatory factor analyses indicated that school readiness for this sample of children with LI is best characterized as two dimensions: pre-literacy and socio-emotional. Of the two dimensions, pre-literacy readiness was predictive of children's future performance in reading and spelling. The results further our theoretical understanding of the dimensions of school readiness, as well as our knowledge of how these skills are related among children with LI. Identifying domain-specific readiness skills that are predictive of kindergarten success can help to identify means of early assessment and targets for speech-language intervention. © 2015 Royal College of Speech and Language Therapists.
This paper presents an expanded definition of school readiness that includes the skills children possess as they begin formal school as well as the ways that family backgrounds, preschool experiences, and primary-grade classrooms interact with children to point them toward school success or failure. The paper notes five dimensions of school…
Laurin, Isabelle; Bilodeau, Angèle; Chartrand, Sébastien
This article presents a modelling of the collective decision-making process by which a community-based population-level intervention transformed the organization of early childhood services in a Montréal community from 2001 to 2006. Multisectoral players from a childhood/family issue table. The chosen territory is one of the most multi-ethnic and poorest neighbourhoods of Montréal. The intervention being examined is Understanding the Early Years (UEY), a Canada-wide initiative aiming to strengthen communities' capacity to use quality information to support the thought process relating to the organization of early childhood services. Twelve Canadian regions took part, including Montréal. The time chart for the collective decision-making process presents the events that significantly influenced the procedure: establishment of an intersectoral working committee, production of a portrait of the neighbourhood, think tank, development and implementation of the Passage maison-école [home-to-school] and Femmes-Relais [relay women] projects, retreats, and inclusion of school readiness as a priority focus area in the neighbourhood's three-year action plan. Also presented are the contextual factors that influenced decision making: the neighbourhood's cooperation and coordination history, the researcher's involvement, financial support and shared leadership. The benefits of UEY-Montréal in this territory extended beyond 2006. With respect to current priorities for action in early childhood, this territory is a good example of mobilization for school readiness.
Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.
The School Readiness Act of 1991 (S. 911) amends the Head Start Act to expand the availability of the comprehensive health, educational, nutritional, and social services of Head Start to all eligible children and their families by 1997. This senate report on S. 911 begins by affirming the effectiveness of high quality early childhood development…
Graziano, Paulo A.; Garb, Leanna R.; Ros, Rosmary; Hart, Katie; Garcia, Alexis
Research Findings: The objective of this study was to examine the student-teacher relationship as a potential moderator of the link between executive functioning (EF) and children's early school readiness among a clinical sample of preschoolers with externalizing behavior problems (EBP). Participants for the study included 139 preschool children…
Taylor, H. Gerry; Swartwout, Maegan; Yeates, Keith O.; Walz, Nicolay C.; Stancin, Terry; Wade, Shari L.
Previous studies have documented weaknesses in cognitive ability and early academic readiness in young children with traumatic brain injury (TBI). However, few of these studies have rigorously controlled for demographic characteristics, examined the effects of TBI severity on a wide range of skills, or explored moderating influences of environmental factors on outcomes. To meet these objectives, each of three groups of children with TBI (20 with severe, 64 with moderate, and 15 with mild) were compared with a group of 117 children with orthopedic injuries (OI group). The children were hospitalized for their injuries between 3 and 6 years of age and were assessed an average of 1½ months post injury. Analysis revealed generalized weaknesses in cognitive and school readiness skills in the severe TBI group and suggested less pervasive effects of moderate and mild TBI. Indices of TBI severity predicted outcomes within the TBI sample and environmental factors moderated the effects of TBI on some measures. The findings document adverse effects of TBI in early childhood on post-acute cognitive and school readiness skills and indicate that residual deficits are related to both injury severity and the family environment. PMID:18764969
Immroth, Barbara; Ash-Geisler, Viki
The U.S. National Education Goals were enacted into federal law in 1994 as the "Goals 2000: Educate America Act." The Graduate School of Library and Information Science at the University of Texas at Austin is addressing the first of these goals, which states that by the year 2000 all children will enter school ready to learn. This paper…
Bottoms, Gene; Timberlake, Allison
In 2009, the Southern Regional Education Board (SREB) Committee to Improve High School Graduation Rates and Achievement, led by then-Governor Sonny Perdue of Georgia, released a report of 10 key recommendations for ensuring more students graduate from high school, and they graduate ready for college and careers. Among these 10 recommendations was…
Koon, Sharon; Petscher, Yaacov
During the 2013/14 school year two Florida school districts sought to develop an early warning system to identify students at risk of low performance on college readiness measures in grade 11 or 12 (such as the SAT or ACT) in order to support them with remedial coursework prior to high school graduation. The study presented in this report provides…
Badri, Masood; Al Rashedi, Asma; Yang, Guang; Mohaidat, Jihad; Al Hammadi, Arif
The Technology Readiness Index (TRI) developed by Parasuraman (2000) was adapted to measure the technology readiness of public school teachers in Abu Dhabi, United Arab Emirates. The study aims at better understanding the factors (mostly demographics) that affect such readiness levels. In addition, Abu Dhabi teachers are segmented into five main…
Howley, Caitlin; Cowley, Kimberly S.
GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) is a federally funded program aimed at encouraging disadvantaged middle and high school students to have high expectations, stay in school, and take college preparatory courses. The West Virginia Department of Education received funding to conduct the program in eight rural…
Sheridan, Susan M.; Knoche, Lisa L.; Edwards, Carolyn P.; Bovaird, James A.; Kupzyk, Kevin A.
Research Findings Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social–emotional competence is a key component of young children’s school readiness. This study reports the results of a randomized trial of a parent engagement intervention (Getting Ready) designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on social–emotional outcomes. Two hundred and twenty children were involved over the 4-year study period. Statistically significant differences were observed between treatment and control participants in the rate of change over a 2-year period on teacher reports for certain interpersonal competencies (i.e., attachment, initiative, and anxiety/ withdrawal). In contrast, no statistically significant differences between groups over a 2-year period were noted for behavioral concerns (anger/aggression, self-control, or behavioral problems) as a function of the Getting Ready intervention. Practice or Policy The intervention appears to be particularly effective at building social–emotional competencies beyond the effects experienced as a function of participation in Head Start programming alone. Limitations and implications for future research are reviewed. PMID:24683299
Doyle, Orla; Finnegan, Sarah; McNamara, Kelly A.
Although differential ratings by multiple informants are an important issue in survey design, few studies test the degree of difference between informants. This study examined differences in caregiver and teacher ratings of school readiness of children from a disadvantaged urban community in Ireland. School readiness was assessed using the Short…
Connolly, Faith; Olson, Linda S.; Durham, Rachel E.; Plank, Stephen B.
This report compares high school indicators of college readiness for the Baltimore City Schools Class of 2011 with actual readiness as determined by Maryland colleges. Each Maryland college determines its own criteria for entering credit bearing courses or taking developmental courses. As a result, findings are reported separately by college…
Quirk, Matthew; Mayworm, Ashley; Furlong, Michael J.; Grimm, Ryan; Rebelez, Jennica
This study examined the dimensionality and measurement invariance of the Kindergarten Student Entrance Profile (KSEP), a brief screening tool designed for use as a universal school readiness assessment. Teachers rated the readiness of 10,031 children during the first month of kindergarten in four ethnically diverse, medium-sized school districts…
Thompson, Lisa; Tullis, Ericka; Franke, Todd; Halfon, Neal
The UCLA Center for Healthier Children, Families and Communities (CHCFC) has developed the School Readiness Critical Pathways (SRCPs) as an evidence-based conceptual model that links related outcomes and strategies. This helps to organize an array of broad and diffuse evidence regarding the strategies that produce school readiness outcomes for…
Al-Hassan, Suha M.; Lansford, Jennifer E.
The present study investigated demographic differences in school readiness within Jordan, a particularly interesting context because of widespread national reform currently sweeping the education system in Jordan. Teacher reports and researcher direct assessments of the school readiness of a national sample of 4681 Jordanian first grade children…
Belfield, Clive; Garcia, Emma
The authors examined school readiness from the parental perspective, focusing on parents' efforts and expectations for kindergarten in conjunction with their child's academic development. Using self-reported survey data from two waves of the National Household Education Surveys, the authors tested for changes in school readiness between 1993 and…
Piotrkowski, Chaya S.; Botsko, Michael; Matthews, Eunice
Compared the beliefs of preschool teachers, kindergarten teachers, and parents regarding children's school readiness in one mostly Hispanic and Black high-need urban school district. Found that parents held remarkably similar beliefs, regardless of ethnicity or education. Parents rated all classroom-related readiness resources such as…
There are important responsibilities expected from primary school students. The most important of these are the learning of reading, writing and arithmetic. There is a "psychological readiness" aspect besides reading, writing and arithmetic in order to be ready for the school. In this study, among the first-grade students, those who were…
Maxwell, Kelly L.; Bryant, Donna M.; Ridley, Stephanie Maher; Scott-Little, Catherine
Describes North Carolina's efforts to develop a school readiness definition and assessment plan, focusing on differentiating readiness from eligibility and giving equal weight to schools' capacity to educate all children. Presents selected findings from the statewide assessment. Describes dilemmas faced by the state and their resolutions.…
Al-Hassan, Suha M.; Lansford, Jennifer E.
The present study investigated demographic differences in school readiness within Jordan, a particularly interesting context because of wide-spread national reform currently sweeping the education system in Jordan. Teacher reports and researcher direct assessments of the school readiness of a national sample of 4,681 Jordanian first grade children were used to describe the levels of school readiness of children with respect to seven demographic characteristics. Higher levels of school readiness were associated with male gender, higher family income, higher paternal education, higher maternal education, smaller family size, fewer siblings, and urban residence. Taken together, the findings highlight the importance of Jordanian education reform, one aim of which is to improve the school readiness of all children by implementing public kindergartens, especially in poor, rural areas. PMID:21132066
Williford, Amanda P.; Maier, Michelle F.; Downer, Jason T.; Pianta, Robert C.; Howes, Carolee
This study examined the quality of preschool classroom experiences through the combination of teachers’ interactions at the classroom level and children’s individual patterns of engagement in predicting children’s gains in school readiness. A sample of 605 children and 309 teachers participated. The quality of children’s engagement and teacher interactions was directly observed in the classroom setting, and direct assessments of children’s school readiness skills were obtained in the fall and again in the spring. The quality of teacher interactions was associated with gains across all school readiness skills. The effect of children’s individual classroom engagement on their gains in school readiness skills (specifically phonological awareness and expressive vocabulary) was moderated by classroom level teacher interactions. The results suggest that if teachers provide highly responsive interactions at the classroom level, children may develop more equitable school readiness skills regardless of their individual engagement patterns. PMID:26722137
Radcliffe, Rich A.; Bos, Beth
Trends among adolescents continue to be discouraging in terms of career and college readiness based on National Assessment of Educational Progress (NAEP) achievement reports and high school graduation rate data. In response, this article presents five goals and eight strategies we have engaged in during a seven-year research study focused on…
Chandler, Jacob Ross
Purpose: The purpose of this study was to examine the college-readiness rates of high school graduates in Texas designated as being (a) economically disadvantaged, (b) Limited English Proficient (LEP), or (c) enrolled in special education using archival data from the Texas Education Agency (TEA) Academic Excellence Indicator System (AEIS). Data,…
Walker, Aimee Kleisner; MacPhee, David
At-risk families' control style (autonomy support and coercive control) was examined in relation to children's school readiness; children's social skills and mastery motivation were hypothesized mediating variables. In two different, low-income samples from diverse ethnic backgrounds, one preschool sample recruited from Head Start (N = 199) and a…
Gardner, Belinda; Ollis, Debbie
Purpose: The purpose of this paper is to add to the evidence of best practice in the implementation of the Health Promoting Schools (HPS) framework by examining the process of creating readiness for change in a large international school in South-East Asia. Using a settings-based approach and guided by readiness for change theory the data…
Feil, Edward G.; Walker, Hill; Severson, Herbert; Golly, Annemieke; Seeley, John R.; Small, Jason W.
Social-emotional competence is an important determinant of school readiness. School readiness, in turn, sets the stage for school success. There is clear longitudinal evidence that school success, attachment and bonding to the schooling process, and full engagement of schooling can, in combination, operate as a protective factor against a host of…
School start times vary considerably, both across the nation and within individual communities, with some schools beginning earlier than 7:30 a.m. and others after 9:00 a.m. Proponents of later start times, who have received considerable media attention in recent years, argue that many students who have to wake up early for school do not get…
Grondin, N. S.; Franks, C.
The National Weather Service StormReady Supporter program exists to give schools, companies, TV stations, and other facilities the opportunity to earn recognition for their weather preparedness and awareness. Requirements to earn StormReady Supporter status include having a facility warning point, use of NOAA Weather Radios, and weather hazard Emergency Operation Plans. Despite the increasing importance of weather preparedness in schools, only 1.2% of Minnesota schools are deemed StormReady by the National Weather Service. It was determined that the major impedance for schools becoming StormReady Supporters is the lack of time for administrators to engage in anything "extra" beyond their listed duties. As part of a 2015 Hollings Scholar project, the StormReady in a Box concept was developed to remedy this, by empowering teachers and students to take charge and complete the StormReady Supporter application for their school. StormReady in a Box is a project developed for Junior High School students to learn about weather preparedness and to help their school acquire StormReady status. The project was designed to be relevant to the Minnesota State Education Standards in Science, be simple for teachers to do with their students, and most importantly, to be enjoyable for Junior High School age students to do. The project was also designed to enhance critical thinking skills and logical reasoning abilities, as they relate to the StormReady Supporter application. This presentation will present the overall rationale for the undertaking of this project, the creation of, and the logical next steps for the StormReady in a Box project.
Sigler, Maureen Kay
Early childhood interventions such as home visiting and kindergarten preparation programs can mitigate the effects of toxic stress and equip children with the skills and support needed for a successful transition into school. In this article, the author discusses her interaction with a student in her third-grade class who was not successfully…
Lonigan, Christopher J; Phillips, Beth M; Clancy, Jeanine L; Landry, Susan H; Swank, Paul R; Assel, Michael; Taylor, Heather B; Klein, Alice; Starkey, Prentice; Domitrovich, Celene E; Eisenberg, Nancy; de Villiers, Jill; de Villiers, Peter; Barnes, Marcia
This article reports findings from a cluster-randomized study of an integrated literacy- and math-focused preschool curriculum, comparing versions with and without an explicit socioemotional lesson component to a business-as-usual condition. Participants included 110 classroom teachers from randomized classrooms and approximately eight students from each classroom (N = 760) who averaged 4.48 (SD = 0.44) years of age at the start of the school year. There were positive impacts of the two versions of the curriculum on language, phonological awareness, math, and socioemotional outcomes, but there were no added benefits to academic or socioemotional outcomes for the children receiving explicit socioemotional instruction. Results are discussed with relevance to early childhood theory, policy, and goals of closing the school readiness gap. © 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.
Moore, Robin L.; Combs, Julie P.; Slate, John R.
We analyzed 5 years of Texas statewide data on high school size and college readiness in English Language Arts, math, and in both subjects for White students. Using Greeney and Slate's (2012) criteria, large-size high schools had over 1,500 students, medium-size high schools had 401 to 1,500 students, and small-size high schools had enrollments…
King, Nicole Colette
The "school readiness gap" has been attributed to differences in family life, home-school connections, and social inequalities. The current school-parent partnership model fails to acknowledge the ways in which parent roles in education, and the home-school relations in which they are embedded, reflect broader social inequalities that…
Jobs for the Future, 2011
Early college high schools are improving student outcomes in Texas. This performance is being achieved by youth who are underrepresented in college, including Hispanic youth, economically disadvantaged students, and first-generation college goers. In improving readiness for college and careers, early college schools have become an essential part…
Jackson, Jacob S.
States are currently seeking ways to improve alignment between K-12 and postsecondary education and better prepare students for postsecondary schooling. Some states have begun implementing policies that inform high school students that they are not ready for college-level courses well before they graduate, in order to give both notice and time to…
White, James G.
Scope and Method of Study: This naturalistic inquiry case study explored a selected pre-kindergarten program and the extent of its provision for school readiness through the lens of General Systems Theory. Assessment results from kindergarten students at three separate elementary schools were analyzed, interviews were completed with select early…
This study is a review of the Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP) in the Public Schools of Robeson County and the impact it had on ACT scores, graduation rate, and staff perception of economically challenged and minority student enrollment in postsecondary education. This mixed-methods study used quantitative…
Almeida, Daniel J.
California's Early Assessment Program is designed to notify students about their college readiness, encouraging them to take action to improve their skills during their senior year. The author uses qualitative methods and applies sense-making theory to examine how students attending majority Latino, low-income high schools make sense of the…
Sheridan, Susan M; Knoche, Lisa L; Kupzyk, Kevin A; Edwards, Carolyn Pope; Marvin, Christine A
Language and literacy skills established during early childhood are critical for later school success. Parental engagement with children has been linked to a number of adaptive characteristics in preschoolers including language and literacy development, and family-school collaboration is an important contributor to school readiness. This study reports the results of a randomized trial of a parent engagement intervention designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on language and literacy development. Participants included 217 children, 211 parents, and 29 Head Start teachers in 21 schools. Statistically significant differences in favor of the treatment group were observed between treatment and control participants in the rate of change over 2 academic years on teacher reports of children's language use (d=1.11), reading (d=1.25), and writing skills (d=0.93). Significant intervention effects on children's direct measures of expressive language were identified for a subgroup of cases where there were concerns about a child's development upon entry into preschool. Additionally, other child and family moderators revealed specific variables that influenced the treatment's effects. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Leibrandt, Sarah Ohle
This dissertation investigates how low-resource high schools support (or not) high achieving, low-income students depending on how they enact college readiness agendas. My study was motivated by the lack of empirical research in two areas--how college readiness policies are being actualized for high achieving, low-income students and how these…
Health Information Technology (HIT) adoption by clinicians, including nurses, will lead to reduction in healthcare costs and clinical errors and improve health outcomes. Understanding the importance of technology adoption, the current study utilized the Technology Readiness Index to explore technology perceptions of nursing students. Our analysis identifies factors that may influence perceptions of technology, including decreased optimism for students with clinical experience and increased discomfort of US born students. Our study provides insight to inform training programs to further meet the increasing demands of skilled nursing staff.
McDonald, Denise; Farrell, Tina
Focus Group interviews with 31 disadvantaged students in an Early College High School (ECHS) program present insights to students' experience in the hybrid school, specifically regarding their perceptions of college readiness. Student "voice" in research can yield significant information when examining aspects of school design that…
Ansari, Arya; Winsler, Adam
Within the United States, there are a variety of early education models and curricula aimed at promoting young children's pre-academic, social, and behavioral skills. This study, using data from the Miami School Readiness Project (MSRP; Winsler et al., 2008, 2012), examined the school readiness gains of low-income Latino (n = 7,045) and Black children (n = 6,700) enrolled in two different types of Title-1 public school pre-K programs: those in programs using the Montessori curricula and those in more conventional programs using the High/Scope curricula with a literacy supplement. Parents and teachers reported on children's socio-emotional and behavioral skills with the Devereux Early Childhood Assessment (DECA), while children's pre-academic skills (cognitive, motor, and language) were assessed directly with the Learning Accomplishment Profile Diagnostic (LAP-D) at the beginning and end of their four-year-old pre-K year. All children, regardless of curricula, demonstrated gains across pre-academic, socio-emotional, and behavioral skills throughout the pre-K year; however, all children did not benefit equally from Montessori programs. Latino children in Montessori programs began the year at most risk in pre-academic and behavioral skills, yet exhibited the greatest gains across these domains and ended the year scoring above national averages. Conversely, Black children exhibited healthy gains in Montessori, but demonstrated slightly greater gains when attending more conventional pre-K programs. Findings have implications for tailoring early childhood education programs for Latino and Black children from low-income communities. PMID:25435592
Ansari, Arya; Winsler, Adam
Within the United States, there are a variety of early education models and curricula aimed at promoting young children's pre-academic, social, and behavioral skills. This study, using data from the Miami School Readiness Project (MSRP; Winsler et al., 2008, 2012), examined the school readiness gains of low-income Latino ( n = 7,045) and Black children ( n = 6,700) enrolled in two different types of Title-1 public school pre-K programs: those in programs using the Montessori curricula and those in more conventional programs using the High/Scope curricula with a literacy supplement. Parents and teachers reported on children's socio-emotional and behavioral skills with the Devereux Early Childhood Assessment (DECA), while children's pre-academic skills (cognitive, motor, and language) were assessed directly with the Learning Accomplishment Profile Diagnostic (LAP-D) at the beginning and end of their four-year-old pre-K year. All children, regardless of curricula, demonstrated gains across pre-academic, socio-emotional, and behavioral skills throughout the pre-K year; however, all children did not benefit equally from Montessori programs. Latino children in Montessori programs began the year at most risk in pre-academic and behavioral skills, yet exhibited the greatest gains across these domains and ended the year scoring above national averages. Conversely, Black children exhibited healthy gains in Montessori, but demonstrated slightly greater gains when attending more conventional pre-K programs. Findings have implications for tailoring early childhood education programs for Latino and Black children from low-income communities.
Lieberman, Ann; And Others
Restructuring schools has become a rallying cry among educators. It aims to create schools that are more centered on learner's needs for active, experiential, cooperative, and culturally connected learning opportunities supportive of individual talents and learning styles. This report is based on an early evaluation of the process of restructuring…
Parikh, Sejal B.
This transcendental phenomenological investigation examined urban students' experiences in Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), an afterschool college readiness program. The federally funded program provides low-income and minority students information and access to services that lead to increased…
Bausmith, Jennifer Merriman; France, Megan
The purpose of this study was to evaluate the impact of the Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP) on college readiness outcomes using a quasi-experimental design. GEAR UP is designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education by providing 6-year…
Raver, C Cybele; Gershoff, Elizabeth T; Aber, J Lawrence
This paper examines complex models of the associations between family income, material hardship, parenting, and school readiness among White, Black, and Hispanic 6-year-olds, using the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K). It is critical to test the universality of such complex models, particularly given their implications for intervention, prevention, and public policy. Therefore this study asks: Do measures and models of low income and early school readiness indicators fit differently or similarly for White, Black, and Hispanic children? Measurement equivalence of material hardship, parent stress, parenting behaviors, child cognitive skills, and child social competence is first tested. Model equivalence is then tested by examining whether category membership in a race/ethnic group moderates associations between predictors and young children's school readiness.
Raver, C. Cybele; Gershoff, Elizabeth T.; Aber, J. Lawrence
This paper examines complex models of the associations between family income, material hardship, parenting, and school readiness among White, Black, and Hispanic 6-year-olds, using the Early Childhood Longitudinal Study – Kindergarten Cohort (ECLS – K). It is critical to test the universality of such complex models, particularly given their implications for intervention, prevention, and public policy. Therefore this study asks: Do measures and models of low income and early school readiness indicators fit differently or similarly for White, Black, and Hispanic children? Measurement equivalence of material hardship, parent stress, parenting behaviors, child cognitive skills, and child social competence is first tested. Model equivalence is then tested by examining whether category membership in a race/ethnic group moderates associations between predictors and young children’s school readiness. PMID:17328695
Knoche, Lisa L.; Kupzyk, Kevin A.; Edwards, Carolyn Pope; Marvin, Christine A.
Language and literacy skills established during early childhood are critical for later school success. Parental engagement with children has been linked to a number of adaptive characteristics in preschoolers including language and literacy development, and family-school collaboration is an important contributor to school readiness. This study reports the results of a randomized trial of a parent engagement intervention designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on language and literacy development. Participants included 217 children, 211 parents, and 29 Head Start teachers in 21 schools. Statistically significant differences in favor of the treatment group were observed between treatment and control participants in the rate of change over 2 academic years on teacher reports of children’s language use (d = 1.11), reading (d = 1.25), and writing skills (d = .93). Significant intervention effects on children’s direct measures of expressive language were identified for a subgroup of cases where there were concerns about a child’s development upon entry into preschool. Additionally, other child and family moderators revealed specific variables that influenced the treatment’s effects. PMID:21640249
McManis, Lilla D.; Gunnewig, Susan B.; McManis, Mark H.
This exploratory study examined the relationship between use of an interactive (touchscreen) whiteboard and development of school readiness skills. Over one school year, public school regular education prekindergarten classrooms used an interactive whiteboard with preloaded literacy and math activities. The children were low-income and English…
Inandi, Yusuf; Giliç, Fahrettin
The aim of this research is to study the relationship between primary school teachers' level of participation in decision making, school culture and their level of readiness for change. The data in the study were collected from 597 primary school teachers (304 men and 293 women) in central districts of Mersin in 2014 spring semester. Participation…
Iruka, Iheoma U; Laforett, Doré R; Odom, Erika C
Using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) dataset, this study examined whether the family investment and the family stress models generalized to non-European American (EA) families. Specifically, we examined whether parenting processes mediated the association between family demographics and children's school readiness, and whether the pathways vary across cultural groups. Both models were most salient for EAs followed by African Americans (AAs) and Spanish-speaking Hispanics, but less so for English-speaking Hispanics (EHs) and Asian Americans. Findings indicated that sensitive parenting was a salient mediator between family demographics and children's school readiness for all groups except EHs; negative parenting and parent-child activities were salient mediators for EAs only. (PsycINFO Database Record (c) 2012 APA, all rights reserved.
Goldberger, Susan; Santos, Janet
Texas is a national leader in creating early college high schools, an innovative small school model that blends secondary and postsecondary education with intensive supports to increase college readiness and success for underachieving students. The state has 29 early college schools, with more opening in the 2008-2009 academic year, thanks largely…
Bierman, Karen L; Domitrovich, Celene E; Nix, Robert L; Gest, Scott D; Welsh, Janet A; Greenberg, Mark T; Blair, Clancy; Nelson, Keith E; Gill, Sukhdeep
Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI-Research-based, Developmentally Informed) or "usual practice" conditions. The intervention involved brief lessons, "hands-on" extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social-emotional competencies and (b) language development and emergent literacy skills. Take-home materials were provided to parents to enhance skill development at home. Multimethod assessments of three hundred and fifty-six 4-year-old children tracked their progress over the course of the 1-year program. Results revealed significant differences favoring children in the enriched intervention classrooms on measures of vocabulary, emergent literacy, emotional understanding, social problem solving, social behavior, and learning engagement. Implications are discussed for developmental models of school readiness and for early educational programs and policies.
Li-Grining, Christine P.; Raver, C. Cybele; Jones-Lewis, Darlene; Madison-Boyd, Sybil; Lennon, Jaclyn
Children living in low-income families are more likely to experience less self-regulation, greater behavior problems, and lower academic achievement than higher income children. To help prevent children's later socioemotional and academic difficulties, the Chicago School Readiness Project (CSRP) team implemented a clustered, randomized controlled trial (RCT) in early childhood programs with Head Start funding. Head Start sites were randomly assigned to receive CSRP services, which were offered as part of a multi-component, classroom-based mental health intervention. Here, we provide an overview of the CSRP model, its components, and a descriptive portrait of its implementation. In so doing, we address various aspects of the implementation of three of its components: 1) the training of teachers, 2) MHCs' coaching of teachers, and 3) teachers' behavior management of children. We conclude with a discussion of factors potentially related to the implementation of CSRP and directions for future research. PMID:25321641
Montes, Guillermo; Lotyczewski, Bohdan S; Halterman, Jill S; Hightower, Alan D
The impact of behavior problems on kindergarten readiness is not known. Our objective was to estimate the association between behavior problems and kindergarten readiness on a US national sample. In the US educational system, kindergarten is a natural point of entry into formal schooling at age 5 because fewer than half of the children enter kindergarten with prior formal preschool education. Parents of 1,200 children who were scheduled to enter kindergarten for the first time and were members of the Harris Interactive online national panel were surveyed. We defined behavior problems as an affirmative response to the question, "Has your child ever had behavior problems?" We validated this against attention deficit hyperactivity disorder diagnosis, scores on a reliable socioemotional scale, and child's receipt of early intervention services. We used linear, tobit, and logistic regression analyses to estimate the association between having behavior problems and scores in reliable scales of motor, play, speech and language, and school skills and an overall kindergarten readiness indicator. The sample included 176 children with behavior problems for a national prevalence of 14% (confidence interval, 11.5-17.5). Children with behavior problems were more likely to be male and live in households with lower income and parental education. We found that children with behavior problems entered kindergarten with lower speech and language, motor, play, and school skills, even after controlling for demographics and region. Delays were 0.6-1 SD below scores of comparable children without behavior problems. Parents of children with behavior problems were 5.2 times more likely to report their child was not ready for kindergarten. Childhood behavior problems are associated with substantial delays in motor, language, play, school, and socioemotional skills before entrance into kindergarten. Early screening and intervention is recommended.
JONES, EDGAR L.
CHILDREN FROM LOW-INCOME FAMILIES IN SUBSTANDARD OR OVERCROWDED INNER CITY DWELLINGS IN BALTIMORE WERE SELECTED FOR AN EXPERIMENTAL PRESCHOOL PROGRAM BECAUSE THEY TYPIFIED THE CULTURALLY DISADVANTAGED YOUNGSTERS WHO COULD BE EXPECTED TO SUFFER FAILURE OR FRUSTRATION UPON PUBLIC SCHOOL ENTRY AT THE AGES OF FIVE OR SIX. CENTERS WERE OPENED IN 1963.…
Brobst, Sharon Christian
This correlational study examined the relationship between type of high school a senior attends (University-Model SchoolRTM (UMS RTM) or traditional, comprehensive Christian) and academic college readiness, when controlling for prior academic achievement and gender. The study compared archival data from Christian school graduates from six schools…
Convertino, Christina; Graboski-Bauer, Ashley
In light of increasing emphasis on the importance of post-secondary education to personal economic security, there is growing interest to promote college readiness initiatives in high schools, particularly for low-income and minority students for whom the harmful effects of institutional inequities on college readiness is well-documented.…
Lewis, Crystal G; Herman, Keith C; Huang, Francis L; Stormont, Melissa; Grossman, Caroline; Eddy, Colleen; Reinke, Wendy M
This study examined the benefit of utilizing one-item academic and one-item behavior readiness teacher-rated screeners at the beginning of the school year to predict end-of-school year outcomes for middle school students. The Middle School Academic and Behavior Readiness (M-ABR) screeners were developed to provide an efficient and effective way to assess readiness in students. Participants included 889 students in 62 middle school classrooms in an urban Missouri school district. Concurrent validity with the M-ABR items and other indicators of readiness in the fall were evaluated using Pearson product-moment correlation coefficients, with the academic readiness item having medium to strong correlations with other baseline academic indicators (r=±0.56 to 0.91) and the behavior readiness item having low to strong correlations with baseline behavior items (r=±0.20 to 0.79). Next, the predictive validity of the M-ABR items was analyzed with hierarchical linear regressions using end-of-year outcomes as the dependent variable. The academic and behavior readiness items demonstrated adequate validity for all outcomes with moderate effects (β=±0.31 to 0.73 for academic outcomes and β=±0.24 to 0.59 for behavioral outcomes) after controlling for baseline demographics. Even after controlling for baseline scores, the M-ABR items predicted unique variance in almost all outcome variables. Four conditional probability indices were calculated to obtain an optimal cut score, to determine ready vs. not ready, for both single-item M-ABR scales. The cut point of "fair" yielded the most acceptable values for the indices. The odd ratios (OR) of experiencing negative outcomes given a "fair" or lower readiness rating (2 or below on the M-ABR screeners) at the beginning of the year were significant and strong for all outcomes (OR=2.29 to OR=14.46), except for internalizing problems. These findings suggest promise for using single readiness items to screen for varying negative end
Park, Mi-Hwa; Dimitrov, Dimiter M.; Patterson, Lynn G.; Park, Do-Yong
The purpose of this study was to examine beliefs of early childhood teachers about their readiness for teaching science, technology, engineering, and mathematics, with a focus on testing for heterogeneity of such beliefs and differential effects of teacher-related factors. The results from latent class analysis of survey data revealed two latent…
Casbergue, Renée M.
The Common Core State Standards have influenced curriculum for primary grades across the country, requiring more sophisticated responses to written text from children than ever before. Yet readiness for kindergarten is still often defined in terms of constrained print-related skills. As early as preschool, children can be introduced to more…
... DEPARTMENT OF EDUCATION [CFDA No. 84.334A (Partnership grants)] Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) AGENCY: Office of Postsecondary Education, Department of Education. ACTION: Notice of intent to fund down the fiscal year (FY) 2008 grant slate for the GEAR UP...
Darche, Svetlana; Stern, David
There is widespread agreement on the goal of preparing every high school student for both postsecondary education and a lifetime of fulfilling work, that every graduate should be "college and career ready." The authors' view is that career readiness and college readiness entail many of the same skills, bodies of knowledge, and…
Ramnarain, U.; Molefe, P.
A high failure rate at first year physics is often attributed to the lack of readiness of high school students to pursue such studies. This research explores this issue and reports on the perceptions of five physics lecturers at a South African university on the preparedness of high school students for first year physics. Qualitative data was…
Pagani, Linda S.; Fitzpatrick, Caroline
Background: School-entry characteristics predict adult educational attainment, which forecasts dispositions toward disease prevention. Health and education risks can also be transmitted from one generation to the next. As such, school readiness forecasts a set of intertwined biopsychosocial trajectories that can influence the developmental…
Cantin, Rachelle H.; Mann, Trisha D.; Hund, Alycia M.
In recent years, executive functioning (EF) has received increasing attention from researchers and practitioners focusing on how EF predicts important outcomes such as success at school and in life. For example, EF has been described as the single best predictor of school readiness (Blair & Razza, 2007). Moreover, EF has been implicated in…
ACT, Inc., 2004
This paper illustrates how Homewood-Flossmoor High School, Illinois District 233 addressed the decline in its student achievement results and improved college readiness among its students. This sharp decline caused school officials to stop and reevaluate what they were doing. A review of the facts led to a clear conclusion: "Rigorous…
Akman, Berrin; Kükürtcü, Sevi Kent; Tarman, Ilknur; Sanli, Zeynep Seda
The purpose of this research is to examine preschool and first grade teachers' opinions on the effects of school readiness to classroom management. The participants of this research consisted of the 18 preschool and 22 first grade teachers who work at public and private schools in the cities of Konya, Ankara and Kayseri in Turkey. Phenomenological…
The links among social information processing, social competence, and school readiness were examined in this short-term longitudinal study with a sample of 198 preschool children. Data on social information processing were obtained via child interview, data on child social competence were obtained via teacher report, and data on school readiness…
Fahd Al Malihi, Joza
This study aimed to investigate EFL elementary school teachers' perception of their own readiness to teach young learners at Saudi schools as it has been recently introduced at this level. Further, it inspects their major needs that should be considered when developing teacher-training programs. A questionnaire was distributed targeting elementary…
Xiang, Zongping; Schweinhart, Lawrence J.
This follow-up study examined the outcomes of children who had participated in the Michigan School Readiness Program (MSRP), a preschool program for 4-year-olds identified as being at risk for school failure, up to 5 years following their participation in the program. For the evaluation, 338 children who had participated in the state-funded…
Nagle, Katherine; Newman, Lynn A.; Shaver, Debra M.; Marschark, Marc
As schools work to raise the number of students who leave secondary school ready for college and career by increasing both the number of academic courses required and the overall rigor of the curriculum, they must ensure that students with disabilities, including those who are deaf or hard of hearing (DHH), are not left behind. They can do this by…
This research studied the role of mathematics as a roadblock to college completion for community college-bound students in California. Using longitudinal quantitative analysis, I observed the educational pipeline between high school and community college and analyzed how different high school mathematics histories predicted readiness, or…
Conway, Donna M.
Children in the researcher's rural school district have limited opportunities for a high quality preschool programming that prepares them for school readiness. Quality preschool programming is defined as teachers with proper qualifications and training, small class size, stimulating curriculum, and parent involvement. The theoretical foundation…
Indiana Commission for Higher Education, 2015
This 2011 Indiana College Readiness Report provides statistics for the state of Indiana on the following: (1) High School Graduates Enrolling in College; (2) High School Graduate Enrollment by College Type; (3) Indiana Public College Students Needing Remediation; (4) Indiana Public College Remediation by Subject; (5) Indiana Public College…
Jippes, Mariëlle; Driessen, Erik W; Broers, Nick J; Majoor, Gerard D; Gijselaers, Wim H; van der Vleuten, Cees P M
Because successful change implementation depends on organizational readiness for change, the authors developed and assessed the validity of a questionnaire, based on a theoretical model of organizational readiness for change, designed to measure, specifically, a medical school's organizational readiness for curriculum change (MORC). In 2012, a panel of medical education experts judged and adapted a preliminary MORC questionnaire through a modified Delphi procedure. The authors administered the resulting questionnaire to medical school faculty involved in curriculum change and tested the psychometric properties using exploratory and confirmatory factor analysis, and generalizability analysis. The mean relevance score of the Delphi panel (n = 19) reached 4.2 on a five-point Likert-type scale (1 = not relevant and 5 = highly relevant) in the second round, meeting predefined criteria for completing the Delphi procedure. Faculty (n = 991) from 131 medical schools in 56 countries completed MORC. Exploratory factor analysis yielded three underlying factors-motivation, capability, and external pressure-in 12 subscales with 53 items. The scale structure suggested by exploratory factor analysis was confirmed by confirmatory factor analysis. Cronbach alpha ranged from 0.67 to 0.92 for the subscales. Generalizability analysis showed that the MORC results of 5 to 16 faculty members can reliably evaluate a school's organizational readiness for change. MORC is a valid, reliable questionnaire for measuring organizational readiness for curriculum change in medical schools. It can identify which elements in a change process require special attention so as to increase the chance of successful implementation.
BIERMAN, KAREN L.; NIX, ROBERT L.; GREENBERG, MARK T.; BLAIR, CLANCY; DOMITROVICH, CELENE E.
Despite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social–emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions. PMID:18606033
Hiebert, Elfrieda H., Ed.; Taylor, Barbara M., Ed.
Presenting descriptions of seven successful emergent literacy programs, this book demonstrates that early literacy intervention programs with a focus on accelerated learning and on authentic reading and writing tasks can prevent many first-grade children from failing to learn to read. Programs described in the book focus on story book reading and…
Perricone, Giovanna; Morales, M. Regina; Anzalone, Germana
The study investigates the preschool readiness of moderately preterm children and, in particular, the likely presence of learning disabilities at preschool age. Its theoretical model detects linguistic comprehension and expression; memory-related metacognition and cognition skills; orientation and motor coordination skills; premathematics and…
Rubin, Rosalyn A.; And Others
A prospective longitudinal investigation related 76 maternal and infant variables to performance on the Metropolitan Readiness Tests (MRT) at age six. The 1,245 study subjects have been followed since birth. Their distribution on measures of intelligence and socioeconomic status is essentially normal. Subjects with high MRT scores were found to…
Lang'at, Edwin K.
Purpose and Method of Study: The purpose of this study was to investigate teachers' self-perceived readiness to teach school-based HIV/AIDS Awareness and Prevention education in Kenyan primary schools based on their knowledge, attitudes and instructional confidence. This research utilized a non-experimental quantitative approach with a…
Pagani, Linda S; Fitzpatrick, Caroline
School-entry characteristics predict adult educational attainment, which forecasts dispositions toward disease prevention. Health and education risks can also be transmitted from one generation to the next. As such, school readiness forecasts a set of intertwined biopsychosocial trajectories that can influence the developmental antecedents to health and disease prevalence in society. To predict children's health behaviors and academic adjustment at the end of fourth grade from their kindergarten entry math, vocabulary, and attention skills. We use a subsample of 614 girls and 541 boys from the Quebec Longitudinal Study of Child Development (Canada). Children were individually assessed for cognitive skills and teachers rated their classroom attention skills at 65 months. Outcome measures include health behaviors, psychosocial, and academic outcomes at 122 months. Multiple regression analyses were used. Receptive vocabulary in kindergarten exclusively predicted fourth-grade dietary habits. Unstandardized coefficients predicted decreases in sweet snack intake (β = -.009, 95% confidence interval [CI] = -.011 to -.006) and dairy product intake (β = .009, 95% CI = .005 to .013). Conversely, higher kindergarten math skills predicted increases in activities requiring physical effort (β = .030, 95% CI = .011 to .056). Although vocabulary and attention skills were found important, kindergarten math skills were stronger and more consistent predictors of later academic outcomes. From a population-health perspective, the skills children bring to the kindergarten classroom might reduce a host of lifestyle risks from childhood through adulthood. Early promotion of such skills also offers possibilities for ultimately reducing later disparities in health and education.
Chen, Jen-Hao; Claessens, Amy; Msall, Michael E.
OBJECTIVE To examine the relationship between indicators of prematurity and children’s cognitive and behavioral school readiness in a nationally representative sample and to investigate whether typically occurring preschool enrollment moderates this relationship, particularly for children from disadvantaged families in Australia. METHODS The Longitudinal Study of Australian Children is a nationally representative prospective sample of two cohorts of children with sequentially obtained indicators of child health and developmental outcomes. We analyzed information on 8,060 children age 4–5 years who had complete data on birth weight, gestational age, prenatal risks, social factors, and cognitive and behavioral outcomes of school readiness. Multivariate regressions were used to relate three indicators of prematurity (low birth weight, preterm birth, and small for gestational age) to cognitive and behavioral school readiness. RESULTS Children born preterm, small for gestational age, or with low birth weight have significantly lower cognitive school readiness after controlling for social factors and prenatal risks. None of the premature indicators was associated with behavioral school readiness. All children benefited from attending preschool. Yet, preschool enrollment did not moderate the relationship between prematurity and school readiness. The only exception is for small for gestational age survivors with low educated mothers. Preschool enrollment was associated with an increase in cognitive school readiness skills. CONCLUSIONS Prematurity was associated with lower cognitive school readiness skills. Typical occurring preschool did not eliminate this association. Findings suggest that simply expanding the preschool enrollment is inadequate to address the developmental needs of premature children from disadvantaged backgrounds. PMID:24401664
Okado, Yuko; Bierman, Karen L.; Welsh, Janet A.
Background: Existing research suggests that parenting stress and demoralization, as well as provision of learning activities at home, significantly affect child school readiness. However, the degree to which these dimensions of parenting uniquely influence child school readiness remains unclear. Objective: This study tested the hypothesis that…
Brown, Glyn; Scott-Little, Catherine; Amwake, Lynn; Wynn, Lucy
The report provides detailed information about the methods and instruments used to evaluate school readiness initiatives, discusses important considerations in selecting instruments, and provides resources and recommendations that may be helpful to those who are designing and implementing school readiness evaluations. Study results indicate that…
Any given child should attend school full time when three parties agree that the time is right: the child, his or her parents, and the school officials. Arbitrary starting dates based on calendar age are outmoded and educationally unsound. (PGD)
Petko, Dominik; Prasse, Doreen; Cantieni, Andrea
Decades of research have shown that technological change in schools depends on multiple interrelated factors. Structural equation models explaining the interplay of factors often suffer from high complexity and low coherence. To reduce complexity, a more robust structural equation model was built with data from a survey of 349 Swiss primary school…
Lipscomb, Shannon T.; Pratt, Megan E.; Schmitt, Sara A.; Pears, Katherine C.; Kim, Hyoun K.
The current study examines the effects of Head Start on the development of school readiness outcomes for children living in non-parental care. Data were obtained from the Head Start Impact Study, a randomized controlled trial of Head Start conducted with a nationally representative sample of Head Start programs and families. The sample included…
Conley, David T.
"College and Career Ready" offers educators a blueprint for improving high school so that more students are able to excel in freshman-level college courses or entry-level jobs-laying a solid foundation for lifelong growth and success. The book is filled with detailed, practical guidelines and case descriptions of what the best high…
Zhai, Fuhua; Brooks-Gunn, Jeanne; Waldfogel, Jane
In this study, the authors used data from a large longitudinal birth cohort study of primarily low-income children in urban areas, the Fragile Families and Child Wellbeing Study (FFCWS), to investigate the effects of Head Start participation on children's school readiness. The fact that their sample was mainly made up of disadvantaged families…
Keys, Tran D.; Farkas, George; Burchinal, Margaret R.; Duncan, Greg J.; Vandell, Deborah L.; Li, Weilin; Ruzek, Erik A.; Howes, Carollee
This article examines associations between observed quality in preschool center classrooms for approximately 6,250 three- to five-year-olds and their school readiness skills at kindergarten entry. Secondary analyses were conducted using data from four large-scale studies to estimate the effects of preschool center quality and interactions between…
The current study examines classroom-level peer behavioral regulation skills and their implications for children's school readiness outcomes. Specifically, this study will answer the following research questions: (1) Is the average level of peers' behavioral regulation skills in a classroom in the fall associated with growth in children's school…
State testing or end-of-course exams are recommended to determine if high school graduates are ready to enter college or the workforce because these assessments are aligned to content area expectations and standards that are measurable within each state as well as from state to state (Achieve, 2006). However, such assessments do not measure all…
Son, Seung-Hee Claire; Kwon, Kyong-Ah; Jeon, Hyun-Joo; Hong, Soo-Young
Background: Teacher qualifications have been emphasized as a basis of professional development to improve classroom practices for at-risk children's school readiness. However, teacher qualifications have often not been compared to another form of professional development, in-service training. Objective: The current study attempts to investigate…
Dang, Tran T.; Farkas, George; Burchinal, Margaret R.; Duncan, Greg J.; Vandell, Deborah L.; Li, Weilin; Ruzek, Erik A.; Howes, Carollee
The aim of this paper is to address two research questions related to the policy goal of having all children ready to learn at kindergarten entry. First, to what extent are children's cognitive and achievement skills higher when they experience higher quality preschools? Second, are the effects of preschool center quality on these school readiness…
Acosta, Imee C.; Acosta, Alexander S.
The focus of this study is on the readiness of higher education institutions in the Philippines to the implementation of the Senior High School program of the new K-12 curriculum. Data were collected through a survey questionnaire. The findings reveal five predisposing factors, namely: eligibility, staffing guidelines, course streamlining,…
Recognizing the educational and economic benefits of a college degree, education policymakers at the federal, state, and local levels have made college preparation a priority. There are many ways to measure college readiness, but one key component is rigorous high school coursework. California has not yet adopted a statewide college readiness…
Quirk, Matthew; Rebelez, Jennica; Furlong, Michael
This study contributed to the school readiness literature by examining the factor structure and reliability of a revised version of the Kindergarten Student Entrance Profile (KSEP). Teachers rated 579 Latino/a children during the first month of kindergarten using the KSEP. Factor analysis procedures (exploratory factor analysis [EFA] and…
Browne, Dillon T.; Wade, Mark; Prime, Heather; Jenkins, Jennifer M.
There is an ongoing need for literature that identifies the effects of broad contextual risk on school readiness outcomes via family mediating mechanisms. This is especially true amongst diverse and urban samples characterized by variability in immigration history. To address this limitation, family profiles of sociodemographic and contextual risk…
Furlong, Michael; Quirk, Matthew
This study examined the relations of age, preschool experience, and gender with children's school readiness levels at kindergarten entry. The sample included 5,512 children of predominantly Hispanic heritage and from families experiencing low socioeconomic circumstances. A series of between-subjects ANOVAs indicated that age…
Long, Mark C.; Iatarola, Patrice; Conger, Dylan
Despite increased requirements for high school graduation, almost one-third of the nation's college freshmen are unprepared for college-level math. The need for remediation is particularly high among students who are low income, Hispanic, and black. Female students are also less likely than males to be ready for college-level math. This article…
Son, Seung-Hee; Lee, Kangyi; Sung, Miyoung
Research Findings: We examined relations among preschoolers' behavioral regulation, gender, and school readiness outcomes in preacademic and classroom skills using a sample of South Korean preschoolers aged 3-5 ("N" = 229). Behavioral regulation was assessed using a direct measure, the Head-Toes-Knees-Shoulders task, which requires…
Miller, Alison L.; Lumeng, Carey N.; Delproposto, Jennifer; Florek, Brian; Wendorf, Kristin; Lumeng, Julie C.
Mechanisms underlying socioeconomic disparities in school readiness and health outcomes, particularly obesity, among preschool-aged children are complex and poorly understood. Obesity can induce changes in proteins in the circulation that contribute to the negative impact of obesity on health; such changes may relate to cognitive and emotion…
Franco, Antonia O.
National and state education reforms are centered on developing higher academic expectations and standards to ensure students transitions into postsecondary options, college and career ready. What does this national emphasis signify for urban school districts that are educating a significant proportion of first-generation students and that…
Theory and empirical work suggest inclusion preschool improves the school readiness of young children with special needs, but only 2 studies of the model have used rigorous designs that could identify causality. The present study examined the impacts of the Boston Public prekindergarten program-which combined proven language, literacy, and…
Gaping disparities in educational achievement exist at kindergarten entry. Research indicates that school readiness requires a holistic approach directed by the pivotal question: What will allow babies to become successful learners? By understanding the real-life situations of babies and their families in the context of their communities and…
This instrument assesses readiness for school in preschool disadvantaged children. Two forms, A and B, are available and it is recommended that one be used as a diagnostic pretest and the other as a progress measure. The test is an individually administered, non-verbal, untimed, but paced instrument. The child responds to questions, given in…
Finance Project, 2009
In 2007, committees of key stakeholders in the five cities of Chesapeake, Norfolk, Suffolk, Portsmouth, and Virginia Beach developed Collaborative Action Plans focused on key strategies to ensure that children in each city "arrive at kindergarten healthy and ready to succeed in school, and in life." With leadership from Smart Beginnings…
Razza, Rachel A.; Martin, Anne; Brooks-Gunn, Jeanne
In this study, we examined the developmental pathways from children's family environment to school readiness within a low-income sample (N = 1,046), with a specific focus on the role of sustained attention. Six distinct factors of the family environment representing maternal parenting behaviors, the physical home environment, and maternal mental…
Pagani, Linda S.; Fitzpatrick, Caroline; Archambault, Isabelle; Janosz, Michel
We first replicated the data analytic strategy used in Duncan et al. (2007) with a population-based data set of French-speaking children from Quebec (Canada). Prospective associations were examined between cognitive, attention, and socioemotional characteristics underlying kindergarten school readiness and second grade math, reading, and general…
Bruner, Charles; Carter, Judy Langford
In recent years, government has recognized that programs like Head Start are cost-effective investments that improve the school readiness of disadvantaged children. Over the last decade, states have been leaders in supporting services to infants and toddlers and their families. Examples of such initiatives include Hawaii's Healthy Start program,…
Johnson, Anna D.; Han, Wen-Jui; Ruhm, Christopher J.; Waldfogel, Jane
This study is the first to test whether receipt of a federal child care subsidy is associated with children of immigrants' school readiness skills. Using nationally representative data (n ˜ 2,900), this study estimates the associations between subsidy receipt at age 4 and kindergarten cognitive and social outcomes, for children of immigrant…
Malin, Joel R.; Hackmann, Donald
Purpose: The purpose of this paper is to ascertain how two urban principals, in high schools that feature comprehensive college-and-career readiness practices, utilize distributed leadership to facilitate their implementation. Design/methodology/approach: This study employed qualitative methods. Drawing upon semi-structured interview data,…
Mayes, Renae D.; Hines, Erik M.
Current literature on college and career readiness highlights the role of educators in promoting the success of all students. However, few studies have focused on the specific needs of gifted African American girls. This article discusses the school experiences and career development of gifted African American girls and it provides a culturally…
Center on Standards and Assessments Implementation, 2016
Ensuring that students graduate high school prepared for college and careers has become a national priority in the last decade. To support this goal, states have adopted rigorous college and career readiness (CCR) standards in English language arts (ELA) and mathematics. Additionally, states have begun to require students to pass assessments, in…
Sahin Sak, Ikbal Tuba
This study compares the views of the concept of school readiness held by 50 pre-service preschool teachers and 50 pre-service primary teachers. Data were collected through a semi-structured interview protocol, and the word-list and key-words-in-context techniques were used for qualitative data analysis. Findings show that pre-service preschool…
Ortiz, Arlene; Clinton, Amanda; Schaefer, Barbara A.
Convergent and discriminant validity evidence was examined for scores on the Spanish Record Form of the Bracken School Readiness Assessment, Third Edition (BSRA-3). Participants included a sample of 68 Hispanic, Spanish-speaking children ages 4 to 5 years enrolled in preschool programs in Puerto Rico. Scores obtained from the BSRA-3 Spanish Record…
Demarest, Kathy K.; Gehrt, Victoria C.
While talk abounds in the buzzword-happy education arena of what it means to develop students who are college and career ready, the author paints a portrait of a vocational-technical school district in northern Delaware that is actually doing both with its students, and has been for some 40 years. The vo-tech experience is not for students who…
Halle, Tamara G.; Hair, Elizabeth C.; Wandner, Laura D.; Chien, Nina C.
This study uses the Family and Child Experiences Survey (FACES) data from 1997 to investigate the degree to which child, family, classroom, teacher, and Head Start program characteristics are related to children's school readiness and continued development over the four-year-old Head Start year. Latent class analyses were used to examine the…
Vitiello, Virginia E.; Greenfield, Daryl B.; Munis, Pelin; George, J'Lene
Research Findings: The purpose of this study was to examine whether approaches to learning significantly mediated relations between cognitive flexibility (a component of executive functions) and school readiness in Head Start preschoolers. A total of 191 children from 22 Head Start classrooms were directly assessed on cognitive flexibility and…
Bernier, Annie; McMahon, Catherine A.; Perrier, Rachel
This study aimed to test a 5-wave sequential mediation model linking maternal mind-mindedness during infancy to children's school readiness in kindergarten through a serial mediation involving child language and effortful control in toddlerhood and the preschool years. Among a sample of 204 mother-child dyads, we assessed maternal mind-mindedness…
Zaslow, Martha; Calkins, Julia; Halle, Tamara; Zaff, Jonathan; Margie, Nancy Geyelin
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…
Galloway, Rhonda A. Scott
This study investigated home school graduates' potential for success in college by comparing their performance with that of students who had graduated from conventional public and private schools. The basis for comparison was student aptitude for college English as measured by the American College Testing (ACT) English sub-score and the ACT…
Porakari, James; Sevala, Brenda; Miniti, Patrick; Saemane, George; Sharma, Umesh; Forlin, Chris
The inclusion of students with disabilities was initiated by the Ministry of Education and Human Resource Development in the Solomon Islands in 2013. This paper investigates the knowledge, skills, and values of school leaders in public and private schools in Honiara, the capital of the Solomon Islands, in regard to providing support for inclusive…
McCoy, Dana Charles; Jones, Stephanie; Roy, Amanda; Raver, C. Cybele
Although research has shown fade-out of the cognitive benefits of classroom-based preschool interventions, less is known regarding the durability of social-emotional impacts. This study examines the extent to which the multicomponent Chicago School Readiness Project (CSRP) intervention lowered risk of internalizing, externalizing, attention, and…
Emelyanova, Irina A.; Borisova, Elena A.; Shapovalova, Olga E.; Karynbaeva, Olga V.; Vorotilkina, Irina M.
The relevance of the research is due to the necessity of creating the pedagogical conditions for correction and development of speech in children having the general speech underdevelopment. For them, difficulties generating a coherent utterance are characteristic, which prevents a sufficient speech readiness for schooling forming in them as well…
Chua-Lim, C; Moore, R B; McCleary, G; Shah, A; Mankad, V N
Patients with sickle cell anemia often express myriad clinical signs and symptoms that affect their life-style and academic performance. Certain psychoeducational and psychosocial factors have been shown to influence the academic achievement of older patients with sickle cell anemia. However, studies evaluating the school readiness skills of younger children have not been published. To determine whether sickle cell anemia delays preschool development in children aged 4 to 6 years, we studied 10 affected children and 10 normal subjects matched for age, sex, and race. School readiness was evaluated by the Pediatric Examination of Educational Readiness (PEER), which assess a child's performance in areas of developmental attainment such as visual input, verbal output, and short-term memory. The presence of associated movements (minor neurologic signs) and other areas of behavior such as selective attention, activity level, adaptive behavior, and processing efficiency are also observed. The children with sickle cell anemia scored significantly lower than their normal counterparts in several parameters of the PEER. The McCarthy Scales of Children's Abilities, a standardized psychometric test, showed that these children with sickle cell anemia were within the normal range of intelligence. Magnetic resonance imaging done on three children with sickle cell anemia who scored lowest on the PEER revealed no cerebrovascular infarcts. These preliminary studies demonstrate significant differences in school readiness skills between children with sickle cell anemia and normal subjects.
Peterson, Jaime; Bruce, Janine; Patel, Neel; Chamberlain, Lisa J
We sought to explore parental attitudes, behaviors, and barriers regarding school readiness in a county clinic serving low income, Latino children. Between December 2013-September 2014, we conducted a cross sectional survey of parents during 3-6 years well-child appointments about school readiness (SR) across: (1) attitudes/behaviors; (2) barriers; and (3) awareness; and (4) use of local resources. Most parents (n = 210, response rate 95.6%) find it very important/important for their child to know specific skills prior to school: take turns and share (98.5%), use a pencil and count (97.6%), know letters (99.1%), colors (97.1%), and shapes (96.1%). Over 80% of parents find education important and engage in positive SR behaviors: singing, practicing letters, or reading. Major barriers to SR were lack of knowledge for kindergarten readiness, language barriers, access to books at home, constraints on nightly reading, difficulty completing school forms, and limited free time with child. Awareness of local resources such as preschool programs was higher than actual utilization. These low-income, Latino parents value SR but lack knowledge to prepare their child for school and underutilize community resources such as free preschool programs. Pediatricians are uniquely positioned to address these needs, but more evidence-based interventions are needed.
Suggests ideas for planning the content of a school magazine, provides guidelines for evaluating stories for entry in the magazine, outlines procedures for training the advertising staff, and presents tips for layout design. (RB)
Dealey, Rhonda Peterson; Stone, Mark H.
Play researchers and theorists have cautioned that children's early play is changing in a manner that is detrimental to their development. Meanwhile U.S. governmental pressures and increasingly higher standards for education are changing the landscape of kindergarten and early learning. This study investigates the relationship between children's…
Maxfield, Jennifer; Gozali-Lee, Edith; Mueller, Dan
Project Early Kindergarten (PEK) aims to improve the school-readiness of Saint Paul children and help close the achievement gap through offering high-quality educational experiences for preschool children. This report comes at the conclusion of the sixth year of PEK. Following an initial planning year (2004-05), PEK has served children through the…
Player, Daniel; Hambrick Hitt, Dallas; Robinson, William
This guide provides state education agencies (SEAs) and districts (LEAs) with guidance about how to assess the district's readiness to support school turnaround initiatives. Often, school turnaround efforts focus only on the school's structure and leadership. Rarely do policymakers or practitioners think about school turnaround as a system-level…
Indonesian government assigned a new curriculum in 2013, namely Curriculum of 2013 (C13). Recently, the implementation of the C13 has come up with a big controversy because it was setting back to the previous curriculum of KTSP (Scholl-based Curriculum) for majority of schools. Were the schools not ready to implement the curriculum of 2013? This research was a survey research to give evidence on the school readiness in implementing the new curriculum and to find the problems of the curriculum implementation. The samples of the research were 33 junior high schools from seven regencies in Indonesia. The respondents were 33 school principals and vice principals for curriculum affair, 200 teachers, and 200 students. The data were collected by using questionnaires, interview, and obsevation checklists. The data were taken during monitoring and evaluation programs facilitated by the Indonesian Directorate of Junior High School Development Management. The results indicates that (1) the readiness of the schools was 9 schools (27.27%) were ready, 17 schools (51.52%) were less ready, and 7 schools (21.21%) were not ready to implement the new curriculum; (2) the readiness of the schools was affected by the poor of the books' availability, only 23% of schools had complete student books, the number trained teachers, only 33% of teacher got training, the ICT access, only 17% of school have a good ICT access for all students, and teachers' understanding on the learning and assessment process, only 37% of teacher had good understanding on the new curriculum. The teacher had difficulties on (1) developing a lesson plan (16%), (2) using scientific approach (31,5%), (3) implementing authentic assessment (43,5%). Students mostly (78,5%) said that learning with the new curriculum is more difficult than it was before. Therefore, specific training on the new curriculum implementation is still needed.
Hernandez-Gantes, Victor M.; Keighobadi, Sasha; Fletcher, Edward C., Jr.
The career readiness of high school students has been a longstanding issue that has received renewed attention in recent years. To document an approach to promoting career readiness in the United States, we conducted an exploratory case study of a distinguished information technology career academy. Using the premises of capital building as a…
Florida Department of Education, 2010
The State of Florida launched the College and Career Readiness Initiative to improve student readiness for postsecondary education and promote success after high school graduation. During the 2008 legislative session, s. 1008.30 (3), F.S., (also known as Senate Bill (SB) "1908") was revised to provide an opportunity for postsecondary…
Friedmann, Elizabeth; Kurlaender, Michal; van Ommeren, Alice
This chapter examines the Early Assessment Program, which provides California high school students with early signals about their college readiness and allows them to improve their skills and reduce the need for developmental education in college.
Vasilakis, John N.
Although changes in instructional technology and population growth are the usual reasons school districts approach master planning as a tool for identifying and managing these changes, environmental concerns (like asbestos abatement and radon identification) play a role. A dozen tips for developing a master plan are provided. (MLH)
American Institutes for Research, 2017
As interest in teacher leadership has grown, many leading organizations have developed tools and guidance to support schools, districts, and teacher leaders themselves. For instance, the National Network of State Teachers of the Year developed resources on teacher leader career pathways and advocacy approaches, as well as teacher leader standards.…
Fitzpatrick, Caroline; Pagani, Linda S.
Converging findings in psychology, neuroscience, education, and economics suggests that child persistence in learning represents an important determinant of academic success during the school years. Nevertheless, the developmental origins of productive learning behaviors are not well understood. Some findings suggest that executive function skills…
In addition to the Common Core State Standards (CCSS), California is implementing a new, online assessment system: the California Assessment of Student Performance and Progress (CAASPP). Field tests were conducted last spring and the system is being rolled out this year, amid concerns about whether schools are technologically prepared. Using…
Llewellyn, Pamela Easton
This article presents a case study designed for use in educational leadership courses to heighten awareness of what is required of tomorrow's principals when it comes to assuming ultimate responsibility for student safety. Since the Columbine High School shootings in Littleton, Colorado, in April 1999, many other incidents of students bringing…
The purpose of combined authorities, driven by government, is economic growth and public sector reform. Economic growth requires improved productivity. The main obstacle, it is claimed, is a "skills deficit," which schools need to address. In this article the evidence for this claim is examined. The real problem, it is argued, is a…
Regional Educational Laboratory Pacific, 2016
Although high school graduation rates continue to rise in the United States, reaching 81 percent in the 2012-2013 school year (U.S. Department of Education, 2015), dropout remains a pervasive issue for education systems across the nation. In recent years, Early Warning Systems (EWS), which utilize administrative data to identify students at risk…
Goble, Priscilla; Hanish, Laura D.; Martin, Carol Lynn; Eggum-Wilkens, Natalie D.; Foster, Stacie A.; Fabes, Richard A.
The majority of early education programs promote children's learning through a mix of experiences in child- and teacher-managed contexts. The current study examined time spent in child- and teacher-managed contexts and the nature of children's experiences with teachers in these contexts as they relate to children's skill development. Participants…
Chien, Nina C.; Howes, Carollee; Burchinal, Margaret; Pianta, Robert C.; Ritchie, Sharon; Bryant, Donna M.; Clifford, Richard M.; Early, Diane M.; Barbarin, Oscar A.
Child engagement in prekindergarten classrooms was examined using 2,751 children (mean age = 4.62) enrolled in public prekindergarten programs that were part of the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study. Latent class analysis was used to classify children into 4 profiles of classroom engagement:…
Lau, Eva Y. H.; Li, Hui; Rao, Nirmala
Background: The remarkable academic advancement of Asian students in cross-national studies has been attributed to numerous factors, including the value placed on education by Chinese parents. However, there is a dearth of research on how exactly Chinese parents are involved in children's early learning. Purpose: This study has two major research…
Caughy, Margaret O’Brien; Owen, Margaret Tresch
Cultural socialization practices are common among ethnic minority parents and important for ethnic minority child development. However, little research has examined these practices among parents of very young children. In this study, we report on cultural socialization practices among a sample of parents of low income, African American (n = 179) and Latino (n = 220) preschool-age children in relation to children’s school readiness. Cultural socialization was assessed when children were 2½ years old, and child outcomes assessed one year later included pre-academic skills, receptive language, and child behavior. Children who experienced more frequent cultural socialization displayed greater pre-academic skills, better receptive language, and fewer behavior problems. This association did not differ by child gender or ethnicity. The implications of these findings for the development of parent interventions to support school readiness are discussed. PMID:25364832
Phillips, Deborah A.; Meloy, Mary E.
This article assesses the effects of Tulsa, Oklahoma's school-based prekindergarten program on the school readiness of children with special needs using a regression discontinuity design. Participation in the pre-K program was associated with significant gains for children with special needs in early literacy scores, but not in math scores. These…
Sondergeld, Toni A.; Fischer, John M.; Samel, Arthur N.; Knaggs, Christine M.
It is widely accepted that postsecondary education has become a necessity for US youth. College access, however, has been found not to be equal for all. As a result, federally funded college-readiness programs, such as Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), have been established to increase the numbers of…
Samiei, Shahin; Bush, Andrew J.; Sell, Marie; Imig, Doug
This study evaluated participation in the "Imagination Library" early childhood literacy enrichment program and children's pre-literacy and pre-numeracy skills at kindergarten entry in an urban school district. Previous studies have demonstrated that program participation is associated with greater early childhood reading practices.…
W. K. Kellogg Foundation, 2009
This report describes efforts to provide seamless transitions from early to elementary education. Specifically, it details SPARK (Supporting Partnerships to Assure Ready Kids), a five-year initiative funded by the Kellogg Foundation, which has contributed a unique, community-based perspective to the national conversation on what it takes to…
Perusse, Rachelle; Poynton, Timothy A.; Parzych, Jennifer L.; Goodnough, Gary E.
School counselor education program administrators (N = 131) responded to an online questionnaire where the importance and extent of implementation of The College Board's National Office of School Counselor Advocacy (NOSCA) Eight Components of College and Career Readiness in their school counselor education program were assessed. The mean…
Alford, Betty; Rudolph, Amanda; Beal, Heather Olson; Hill, Brenda
Increasing rigor in secondary school classrooms for college and career readiness is a priority throughout the nation with the adoption of more challenging standards for student performance and is an important role for school leaders in creating conditions in schools to meet this challenge (Young, 2012). P-16 partnerships can assist by aligning the…
This study was conducted to discover and examine school-level characteristics that can affect change in high school graduates from being college-eligible to college-ready. Using the National Educational Longitudinal Study (NELS:88), the article describes and interprets the results. Findings indicate school personnel (principals, teachers,…
Rhemtulla, Mijke; Tucker-Drob, Elliot M.
In previous work with a nationally representative sample of over 1,400 monozygotic and dizygotic twins born in the United States, Tucker-Drob, Rhemtulla, Harden, Turkheimer, and Fask (2011; Psychological Science, 22, 125–133) uncovered a gene × environment interaction on scores on the Bayley Short Form test of mental ability at 2 years of age—higher socioeconomic status (SES) was associated not only with higher mental ability, but also with larger genetic contributions to individual differences in mental ability. The current study examined gene × SES interactions in mathematics skill and reading skill at 4 years of age (preschool age) in the same sample of twins, and further examined whether interactions detected at 4 years could be attributed to the persistence of the interaction previously observed at 2 years. For early mathematics skill but not early reading skill, genetic influences were more pronounced at higher levels of SES. This interaction was not accounted for by the interaction observed at 2 years. These findings indicate that SES moderates the etiological influences on certain cognitive functions at multiple stages of child development. PMID:22350185
Gold, Anna; Rogers, Alaine; Cruchley, Elizabeth; Rankin, Stephanie; Parmar, Arpita; Kamath, Binita M; Avitzur, Yaron; Ng, Vicky Lee
Background. Assessment of school readiness evaluates physical, social-emotional, and neuropsychological domains essential for educational success. Cognitive testing of preschool aged children with chronic liver disease may guide more timely interventions and focused efforts by health care providers. Patients and Methods. Children with chronic cholestatic liver disease diagnosed as an infant and still with their native liver (NL) and children who received a liver transplant (LT) before age of 2 years underwent testing with a battery of well-validated pediatric psychometric measures. Results. Eighteen (13 LT, 5 NL) patients (median age of 4.45 and 4.05 years, resp.) were tested. Median Full-Scale IQ was 98 (range 102-116) for LT and 116 [(range 90-106), p = 0.35, NS] for NL subjects. LT recipients had significantly greater visual based difficulties, poorer caregiver rated daily living skills ( p = 0.04), and higher levels of executive function based difficulties (e.g., inattention, inhibition). Conclusion. This pilot study highlights the risk of neuropsychological difficulties in early school age children who were under 2 years of age at time of LT. Comprehensive early school age assessment should integrate psychometric measures to identify children at greatest risk, thus allowing for proactive educational intervention.
PNNL’s objective in this report is to provide DOE with a technology and manufacturing readiness assessment to identify hydrogen storage technologies’ maturity levels for early market motive and non-motive applications and to provide a path forward toward commercialization. PNNL’s Technology Readiness Assessment (TRA) is based on a combination of Technology Readiness Level (TRL) and Manufacturing Readiness Level (MRL) designations that enable evaluation of hydrogen storage technologies in varying levels of development. This approach provides a logical methodology and roadmap to enable the identification of hydrogen storage technologies, their advantages/disadvantages, gaps and R&D needs on an unbiased and transparent scale thatmore » is easily communicated to interagency partners. The TRA report documents the process used to conduct the TRA, reports the TRL and MRL for each assessed technology and provides recommendations based on the findings.« less
Maun, Ian; Trend, Roger
This empirical research involves the investigation of teachers' perceptions of a school transfer scheme whereby children aged 11+ years transfer permanently from primary to secondary school four weeks before the end of the summer term, in mid-June, in a small English town. Expressed perceptions of the secondary school staff concerning the…
KNOCHE, LISA L.; SHERIDAN, SUSAN M.; CLARKE, BRANDY L.; EDWARDS, CAROLYN POPE; MARVIN, CHRISTINE A.; CLINE, KEELY D.; KUPZYK, KEVIN A.
The purpose of this study is to investigate the effects of a relational intervention (the Getting Ready intervention) on parenting behaviors supporting the parent–infant relationship for families enrolled in Early Head Start home-based programming. Two-hundred thirty-four parents and their children participated in the randomized study, with 42% of parents reporting education of less than a high-school diploma. Brief, semistructured parent–child interaction tasks were videotaped every 4 months over a16-month intervention period. Observational codes of parent–infant relationship behaviors included quality of three parental behaviors: warmth and sensitivity, support for learning, and encouragement of autonomy; two appropriateness indicators: support for learning and guidance/directives; and one amount indicator: constructive behaviors. Parents who participated in the Getting Ready intervention demonstrated higher quality interactions with their children that included enhanced quality of warmth and sensitivity, and support for their children’s autonomy than did parents in the control group. They also were more likely to use appropriate directives with their children and more likely to demonstrate appropriate supports for their young children’s learning. Results indicate an added value of the Getting Ready intervention for Early Head Start home-based programming for families of infants and toddlers. PMID:24644374
Knoche, Lisa L; Sheridan, Susan M; Clarke, Brandy L; Edwards, Carolyn Pope; Marvin, Christine A; Cline, Keely D; Kupzyk, Kevin A
The purpose of this study is to investigate the effects of a relational intervention (the Getting Ready intervention) on parenting behaviors supporting the parent-infant relationship for families enrolled in Early Head Start home-based programming. Two-hundred thirty-four parents and their children participated in the randomized study, with 42% of parents reporting education of less than a high-school diploma. Brief, semistructured parent-child interaction tasks were videotaped every 4 months over a16-month intervention period. Observational codes of parent-infant relationship behaviors included quality of three parental behaviors: warmth and sensitivity, support for learning, and encouragement of autonomy; two appropriateness indicators: support for learning and guidance/directives; and one amount indicator: constructive behaviors. Parents who participated in the Getting Ready intervention demonstrated higher quality interactions with their children that included enhanced quality of warmth and sensitivity, and support for their children's autonomy than did parents in the control group. They also were more likely to use appropriate directives with their children and more likely to demonstrate appropriate supports for their young children's learning. Results indicate an added value of the Getting Ready intervention for Early Head Start home-based programming for families of infants and toddlers.
Reynolds, Arthur J; Richardson, Brandt A; Hayakawa, Momoko; Lease, Erin M; Warner-Richter, Mallory; Englund, Michelle M; Ou, Suh-Ruu; Sullivan, Molly
Early childhood interventions have demonstrated positive effects on well-being. Whether full-day vs part-day attendance improves outcomes is unknown. To evaluate the association between a full- vs part-day early childhood program and school readiness, attendance, and parent involvement. End-of-preschool follow-up of a nonrandomized, matched-group cohort of predominantly low-income, ethnic minority children enrolled in the Child-Parent Centers (CPC) for the full day (7 hours; n = 409) or part day (3 hours on average; n = 573) in the 2012-2013 school year in 11 schools in Chicago, Illinois. The Midwest CPC Education Program provides comprehensive instruction, family-support, and health services from preschool to third grade. School readiness skills at the end of preschool, attendance and chronic absences, and parental involvement. The readiness domains in the Teaching Strategies GOLD Assessment System include a total of 49 items with a score range of 105-418. The specific domains are socioemotional with 9 items (score range, 20-81), language with 6 items (score range, 15-54), literacy with 12 items (score range, 9-104), math with 7 items (score, 8-60), physical health with 5 items (score range, 14-45), and cognitive development with 10 items (score range, 18-90). Full-day preschool participants had higher scores than part-day peers on socioemotional development (58.6 vs 54.5; difference, 4.1; 95% CI, 0.5-7.6; P = .03), language (39.9 vs 37.3; difference, 2.6; 95% CI, 0.6-4.6; P = .01), math (40.0 vs 36.4; difference, 3.6; 95% CI, 0.5-6.7; P = .02), physical health (35.5 vs 33.6; difference, 1.9; 95% CI, 0.5-3.2; P = .006), and the total score (298.1 vs 278.2; difference, 19.9; 95% CI, 1.2-38.4; P = .04). Literacy (64.5 vs 58.6; difference, 5.9; 95% CI, -0.07 to 12.4; P = .08) and cognitive development (59.7 vs 57.7; difference, 2.0; 95% CI, -2.4 to 6.3; P = .38) were not significant. Full-day preschool graduates also had higher
Sherman, Dan; Li, Yibing; Darwin, Marlene; Taylor, Suzanne; Song, Mengli
The National Math + Science Initiative's (NMSI's) College Readiness Program (CRP) is an established program whose goal is to promote science, technology, engineering, and mathematics education in high schools to improve students' readiness for college. It provides teacher, student, and school supports to promote high school students' success in…
Rosenthal, Dorothy B.; Bybee, Rodger W.
Discusses the emergence of the biology curriculum which replaced physiology, zoology, and botany in high school science courses and supplanted an early form of general science known as natural history. (RT)
Roberts, Laura A.; Bouknight, Tamisha M.
This case illustrates an example of how one school relied solely on aggregate data and failed to address the college readiness needs of African American students with disabilities. However, the way in which the school counselor identified this opportunity gap may not have been the most ethical approach, and now she is faced with a dilemma. This…
ACT, Inc., 2012
How well are our nation's high schools preparing students for college and career? Recent analyses by ACT show low rates of college and career readiness among United States high school graduates. Data from postsecondary institutions reveal high remediation rates and low second-year retention rates among first-year college students. Employers lament…
This phenomenological study presents 11 urban school counselors' perceptions of their graduate education in school counseling in relation to their engagement in college readiness counseling with low-income, 1st-generation college-bound students. Findings from 2 rounds of interviews suggest that intentional strategies to integrate postsecondary…
Abenavoli, Rachel M.; Greenberg, Mark T.
There is growing consensus among researchers and practitioners that children's socialemotional readiness makes unique contributions to their successful transition to and progress through school. However, many children still begin school ill-prepared for the behavioral demands they will encounter in the classroom. This study examines the joint…
Enacting college and career readiness policy in secondary schools requires systemic involvement of all school professionals, but identifying the specific roles that should be played by teachers and counselors remains a challenge. The study reported in this article used qualitative interviews with counselors and teachers to describe this challenge…
Department of Education, Washington, DC.
This interactive teleconference (in VHS format, Spanish language version) presents renowned national experts, local educators, and community leaders who share ideas on how to improve schools and reach the National Educational Goals. The 60-minute Satellite Town Meeting focuses on laying the foundation for school success through readiness to read.…
This article is an exploration of the possibilities encountered through shifting from a "logic of quality" to a "space of meaning-making" within early years education. Focusing on ideas of "readiness", this discussion aims to challenge normative understandings that relate this concept to the predictable achievement of…
What are the common types of social goals endorsed by early adolescents and how are they related to their school adjustment? This article discusses the importance of assessing students' social goals during the early adolescent developmental period when peers become increasingly important and youth experience tremendous changes to the school…
21st Century School Fund, 2008
The big District of Columbia Public School (DCPS) school facilities issues right now are the proposed closing of underutilized school buildings and the effects of new grade-level reorganization and consolidations. However, this report focuses on another critical issue--the basic condition of all DCPS school buildings. This special report of the…
Ribner, Andrew; Fitzpatrick, Caroline; Blair, Clancy
We examined whether the negative relation between television viewing that exceeds the recommendations of the American Academy of Pediatrics (AAP) and school readiness varied by family income. Data were collected from 807 children from diverse backgrounds. Parents reported hours of television viewing, as well as family income. Children were assessed using measures of math, knowledge of letters and words, and executive function (EF). Television viewing was negatively associated with math and EF but not with letter and word knowledge. An interaction between television viewing and family income indicated that the effect of television viewing in excess of the AAP recommended maximum had negative associations with math and EF that increased as a linear function of family income. Furthermore, EF partially mediated the relation between television viewing and math. Television viewing is negatively associated with children's school readiness skills, and this association increased as family income decreased. Active efforts to reinforce AAP guidelines to limit the amount of television children watch should be made, especially for children from middle- to lower-income families.
Razza, Rachel A.; Martin, Anne; Brooks-Gunn, Jeanne
In this study, we examined the developmental pathways from children’s family environment to school readiness within a low-income sample (N = 1,046), with a specific focus on the role of sustained attention. Six distinct factors of the family environment representing maternal parenting behaviors, the physical home environment, and maternal mental health at 3 years of age were explored as independent predictors of children’s observed sustained attention as well as cognitive and behavioral outcomes at 5 years of age. Children were grouped by poverty status (poor vs. near-poor). Results suggest specificity in the associations among attention (focused attention and lack of impulsivity) and its correlates, with different patterns emerging by poverty status group. Overall, the family environment was largely unrelated to children’s sustained attention. For both groups, focused attention was associated with receptive vocabulary; however, it partially mediated the association between maternal lack of hostility and receptive vocabulary only among the near-poor. In addition, lack of impulsivity was associated with both receptive vocabulary and externalizing behaviors but only for the poor group. Findings indicate sustained attention as a potential target for efforts aimed at enhancing school readiness among predominantly poor children. PMID:20677860
Anderson, Riana Elyse
The Family Stress Model acknowledges forms of resilience in the face of hardship; however, few studies have emerged on the potentially positive role of familial relationships in the academic, psychological, and prosocial success of impoverished Black children. The current study evaluates how parent-child relationship conflict and financial stress are associated with children's school readiness (i.e., academic, psychosocial, and socioemotional indicators). Latent profile analyses, incorporating financial stress, general stress, and parent-child relationship variables were used to test whether varying family stress profiles differentially predicted children's school readiness in Black families with children entering kindergarten (N = 292). Findings revealed 4 latent classifications with profiles of low, moderate, moderate/high, and high/moderate stress and conflict variables, respectively. Whereas the low-profile was associated with the most desirable school readiness indicators overall, children in the high/moderate-profile were rated as significantly more psychosocially and socioemotionally prepared for school than their moderate/high-profile counterparts. Families with less conflictual parent-child relationships had more optimal school readiness relative to families with higher conflict and less financial strain. The findings of the current study have the potential to contribute to theories of poverty and parent-child relationships, as well as guide therapeutic services focused on family relationships through school- and community-related programs for impoverished urban Black youth and their families. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
The Bill & Melinda Gates Foundation, along with Carnegie Corporation of New York, the Ford Foundation, and the W.K. Kellogg Foundation, is funding the Early College High School Initiative. The 13 partner organizations are creating or redesigning more than 250 pioneering small high schools. Jobs for the Future coordinates the Early College High…
Welsh, Janet A.; Nix, Robert L.; Blair, Clancy; Bierman, Karen L.; Nelson, Keith E.
This study examined developmental associations between growth in domain-general cognitive processes (working memory and attention control) and growth in domain-specific skills (emergent literacy and numeracy) across the pre-kindergarten year, and their relative contributions to kindergarten reading and math achievement. One hundred sixty-four Head Start children (44% African American or Latino; 57% female) were followed longitudinally. Path analyses revealed that working memory and attention control predicted growth in emergent literacy and numeracy skills during the pre-kindergarten year, and furthermore, that growth in these domain-general cognitive skills made unique contributions to the prediction of kindergarten math and reading achievement, controlling for growth in domain-specific skills. These findings extend research highlighting the importance of working memory and attention control for academic learning, demonstrating the effects in early childhood, prior to school entry. We discuss the implications of these findings for pre-kindergarten programs, particularly those designed to reduce the school readiness gaps associated with socio-economic disadvantage. PMID:20411025
Fomby, Paula; James-Hawkins, Laurie; Mollborn, Stefanie
Overall, children born to teen parents experience disadvantaged cognitive achievement at school entry compared to children born to older parents. However, within this population there is variation, with a significant fraction of teen parents’ children acquiring adequate preparation for school entry during early childhood. We ask whether the family background of teen parents explains this variation. We use data on children born to teen mothers from three waves of the Early Childhood Longitudinal Study-Birth Cohort (N~700) to study the association of family background with children's standardized reading and mathematics achievement scores at kindergarten entry. When neither maternal grandparent has completed high school, children's scores on standardized assessments of math and reading achievement are one-quarter to one-third of a standard deviation lower compared to families where at least one grandparent finished high school. This association is net of teen mothers’ own socioeconomic status in the year prior to children's school entry. PMID:26806989
Knuth, Randy; Sutton, Paul S.; Levias, Sheldon; Kuo, Annie Camey; Callison, Matthew
The purpose of this study is to describe and examine the structures and policies a public, comprehensive high school put in place to implement problem-based learning (PBL) across content areas. Starting in 2010, the school implemented PBL in the hopes of increasing students' career and college readiness skills. The research took place at a…
Webster-Stratton, Carolyn; Reid, M. Jamila; Stoolmiller, Mike
Background: School readiness, conceptualized as three components including emotional self-regulation, social competence, and family/school involvement, as well as absence of conduct problems play a key role in young children's future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases…
This report presents data on the school readiness of children in the United States as reported by their parents. This report incorporates basic demographic information about the children, parent/guardian characteristics, and household characteristics. These data come from the School Readiness Survey (SR) of the 2007 National Household Education…
Hildebrand, Deana A; Blevins, Priscilla; Carl, Lillian; Brown, Barbara; Betts, Nancy M; Poe, Tiffany
Use the Community Readiness Model (CRM) to develop and evaluate a contextually appropriate pilot culinary training program for school nutrition staff members. Mixed methods to guide intervention development. Six school districts in rural and urban areas of a southwestern state. School nutrition staff (n = 36; female; <1 to >20 years' experience). Pre- and post-training assessments used the CRM. Findings from the pre-assessment were used to develop the pilot culinary training intervention. Readiness to integrate new food preparation methods into existing practices. The researchers used t and Wilcoxon tests to compare overall readiness and dimension scores (P ≤ .05). Thematic analysis was used to identify themes from the discussion component of the assessments. Overall readiness increased from vague awareness to preparation (P = .02). Improved dimensions were knowledge of efforts (P = .004), leadership (P = .05), and knowledge of issues (P = .04). Themes included barriers, leadership, and motivation. The CRM was useful for developing and evaluating a contextually appropriate and effective culinary training program for school nutrition staff. Future efforts should address the provision of additional resources such as on-site chefs, small equipment grants, and engaging school stakeholders. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.
Describes the Yellow School Bus Project, a community program jointly sponsored by religious, civic, fraternal, business, and nonprofit organizations in Durham, New Hampshire, to provide homeless children with supplies and clothes to help them succeed in school. (PKP)
Learning through Play for School Readiness: A Training Program for Parents and Other Caregivers of Preschool Children. Learning Games To Strengthen Children's School Readiness Skills. [Videotape with Facilitator's Manual].
Singer, Jerome; Singer, Dorothy
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…
Tan, Eric C; Smith, Raymond; Ruiz-Mercado, Gerardo
This presentation examines different methods for analyzing manufacturing processes in the early stages of technical readiness. Before developers know much detail about their processes, it is valuable to apply various assessments to evaluate their performance. One type of assessment evaluates performance indicators to describe how closely processes approach desirable objectives. Another type of assessment determines the life cycle inventories (LCI) of inputs and outputs for processes, where for a functional unit of product, the user evaluates the resources used and the releases to the environment. These results can be compared to similar processes or combined with the LCI of othermore » processes to examine up-and down-stream chemicals. The inventory also provides a listing of the up-stream chemicals, which permits study of the whole life cycle. Performance indicators are evaluated in this presentation with the U.S. Environmental Protection Agency's GREENSCOPE (Gauging Reaction Effectiveness for ENvironmental Sustainability with a multi-Objective Process Evaluator) methodology, which evaluates processes in four areas: Environment, Energy, Economics, and Efficiency. The method develops relative scores for indicators that allow comparisons across various technologies. In this contribution, two conversion pathways for producing cellulosic ethanol from biomass, via thermochemical and biochemical routes, are studied. The information developed from the indicators and LCI can be used to inform the process design and the potential life cycle effects of up- and down-stream chemicals.« less
Ciullo, Stephen; Mason, Linda
Helping elementary students with learning disabilities (LD) prepare for the rigor of middle school writing is an instructional priority. Fortunately, several standards-based skills in upper elementary school and middle school overlap. Teachers in upper elementary grades, specifically fourth and fifth grades, have the opportunity to provide…
Allensworth, Elaine M.; Gwynne, Julia A.; Moore, Paul; de la Torre, Marisa
There is a very large population of students who struggle with the transition from the middle grades to high school, raising concerns that high school failures are partially a function of poor middle grade preparation. As a result, middle grade practitioners are grappling with questions about what skills students need to succeed in high school,…
College readiness is a social construct requiring both student and adult preparedness. This paper used a case study methodology to explore how teaching in an early college program might promote adult college readiness in the instructors. A community of practice, enhanced by a co-teaching model, in two separate high school settings under one early…
Akhmetova, Aigul Igenovna; Shirinbaeva, Gulbakhira Koybagarovna; Axakalova, Zhanna Kenzhebekovna; Tasilova, Naziya Aitbaevna; Zhubaniyazova, Ainur Ornalievna
The problem of psychological and pedagogical readiness of the future teachers for moral and spiritual development of high-school students should be considered in the context of holistic manifestation of all aspects of personality. In this regard, one of the most urgent tasks is to identify the professional and personal characteristics that…
Barnett, Elisabeth A.; Corrin, William; Nakanishi, Aki; Bork, Rachel Hare; Mitchell, Claire; Sepanik, Susan
Nationwide, about 40 percent of college students take at least one remedial course to prepare for college-level coursework. One cause of this high rate of remedial enrollment is the misalignment of high school graduation standards and college academic expectations. College readiness partnership programs attempt to address this problem by…
Nevanen, Saila; Juvonen, Antti; Ruismäki, Heikki
More than 98 percent of children in Finland attend preschool, where different kinds of projects are carried out in order to strengthen the children's abilities. This article focuses on the effects of one arts education project from a school readiness point of view. The main question was, How did the Helsinki arts education project affect the…
Geva, Ronny; Yosipof, Rina; Eshel, Rina; Leitner, Yael; Valevski, Aviva Fattal; Harel, Shaul
This long-term, prospective study evaluated repeatedly school readiness and adjustment at kindergarten and first grade of children with extreme intrauterine growth restriction (IUGR; n = 20) in relation to controls (n = 19). Methods included individual testing of cognitive competence, self-perception, motivation, loneliness and academic…
Fayez, Merfat; Ahmad, Jamal Fathi; Oliemat, Enass
The purpose of this study was to explore the beliefs of Jordanian kindergarten and 1st-grade teachers regarding six child-based dimensions of school readiness: academic knowledge, basic thinking skills, socioemotional maturity, physical well-being and motor development, self-discipline, and communication skills. Questionnaires were used to collect…
Quirk, Matthew; Grimm, Ryan; Furlong, Michael J.; Nylund-Gibson, Karen; Swami, Sruthi
This study utilized latent class analysis (LCA) to identify 5 discernible profiles of Latino children's (N = 1,253) social-emotional, physical, and cognitive school readiness at the time of kindergarten entry. In addition, a growth mixture modeling (GMM) approach was used to identify 3 unique literacy achievement trajectories, across Grades 2-5,…
Lewis, Traschell S.
The purpose of this study was to examine the effectiveness of selected Advanced Placement (AP) programs on the academic performance and college readiness of high school students. Specifically, the researcher was concerned with ascertaining the effectiveness of social science, math, science, English, music/art and language AP programs on the…
Sabol, Terri J.; Bohlmann, Natalie L.; Downer, Jason T.
This study examined whether children's observed individual engagement with teachers, peers, and tasks related to their school readiness after controlling for observed preschool classroom quality and children's baseline skills. The sample included 211 predominately low-income, racially/ethnically diverse 4-year-old children in 49 preschool…
Cavadel, Elizabeth Woodburn; Frye, Douglas A.
The current study investigated the role of theory of mind development in school readiness among 120 low-income preschool and kindergarten children. A short-term longitudinal design was used to examine relations among theory of mind, the understanding of teaching, and learning behaviors and their collective role in children's literacy and numeracy…
Odom-Bible, Ginger L.
This quantitative study examined the perceptions of educational leaders regarding their professional assessments of kindergarten screenings, registrations and educational practices relating to the readiness of children to do school work before they enter kindergarten. This examination finds shared commonalities between educational leaders from a…
Patrianakos-Hoobler, Athena I.; Msall, Michael E.; Huo, Dezheng; Marks, Jeremy D.; Plesha-Troyke, Susan; Schreiber, Michael D.
Aim: To determine whether neurodevelopmental outcomes at the age of 2 years accurately predict school readiness in children who survived respiratory distress syndrome after preterm birth. Method: Our cohort included 121 preterm infants who received surfactant and ventilation and were enrolled in a randomized controlled study of inhaled nitric…
Johnson, Anna D; Han, Wen-Jui; Ruhm, Christopher J; Waldfogel, Jane
This study is the first to test whether receipt of a federal child care subsidy is associated with children of immigrants' school readiness skills. Using nationally representative data (n ≈ 2,900), this study estimates the associations between subsidy receipt at age 4 and kindergarten cognitive and social outcomes, for children of immigrant versus native-born parents. Among children of immigrants, subsidized center-based care (vs. subsidized and unsubsidized home-based care) was positively linked with reading. Among children of native-born parents, those in subsidized center care displayed poorer math skills than those in unsubsidized centers, and more externalizing problems than those in unsubsidized home-based care. © 2014 The Authors. Child Development © 2014 Society for Research in Child Development, Inc.
Keys, Tran D.; Farkas, George; Burchinal, Margaret R.; Duncan, Greg J.; Vandell, Deborah L.; Li, Weilin; Ruzek, Erik A.; Howes, Carollee
This article examines associations between observed quality in preschool center classrooms for approximately 6,250 three- to five-year-olds and their school readiness skills at kindergarten entry. Secondary analyses were conducted using data from four large-scale studies to estimate the effects of preschool center quality and interactions between quality and demographic characteristics and child entry skills and behaviors. Findings were summarized across studies using meta-analytic methods. Results indicate small, but statistically significant associations for preschool center quality main effects on language and mathematics outcomes with little evidence of moderation by demographic characteristics or child entry skills and behaviors. Preschool center quality was not reliably related to socioemotional outcomes. The authors discuss possible explanations for the small effect sizes and lack of differential effects. PMID:23331043
Nagle, Katherine; Newman, Lynn A; Shaver, Debra M; Marschark, Marc
Research shows that deaf and hard of hearing (DHH) students frequently enter college and the workplace relatively unprepared for success in math, science, and reading. Based on data from the National Longitudinal Transition Study-2 (NLTS2), the present study focused on DHH students' college and career readiness by investigating their opportunities in secondary school to acquire college and career skills. DHH students earned more credits overall than hearing peers; both groups earned a similar number of credits in academic courses. However, DHH students took more vocational and nonacademic courses and fewer courses in science, social science, and foreign languages. There was evidence that DHH students' academic courses in math lacked the rigor of those taken by hearing peers, as DHH students earned more credits in basic math and fewer credits in midlevel math courses, and even fewer in advanced math courses, than hearing peers.
Theory and empirical work suggest inclusion preschool improves the school readiness of young children with special needs, but only 2 studies of the model have used rigorous designs that could identify causality. The present study examined the impacts of the Boston Public prekindergarten program-which combined proven language, literacy, and mathematics curricula with coaching-on the language, literacy, mathematics, executive function, and emotional skills of young children with special needs (N = 242). Children with special needs benefitted from the program in all examined domains. Effects were on par with or surpassed those of their typically developing peers. Results are discussed in the context of their relevance for policy, practice, and theory. (PsycINFO Database Record (c) 2016 APA, all rights reserved).
Baltimore City Public Schools, MD.
THE EXPERIMENTAL PROJECT ATTEMPTS TO DETERMINE WHETHER EARLY ADMISSION TO SCHOOL CAN OVERCOME BARRIERS TO LEARNING WHICH ENVIRONMENTAL FACTORS SEEM TO IMPOSE. A DEPRIVED CHILD OFTEN DOES NOT RECEIVE ATTENTION, AFFECTION, OR GUIDANCE WITHIN HIS HOME. THE YOUNG CHILD SHOULD BE HELPED TO DEVELOP A WHOLESOME SELF-CONCEPT, TO ACQUIRE THE DRIVE TO…
Haskins, Anna R
Though sociologists have examined how mass incarceration affects stratification, remarkably little is known about how it shapes educational disparities. Analyzing the Fragile Families Study and its rich paternal incarceration data, I ask whether black and white children with fathers who have been incarcerated are less prepared for school both cognitively and non-cognitively as a result, and whether racial and gendered disparities in incarceration help explain the persistence of similar gaps in educational outcomes and trajectories. Using a variety of estimation strategies, I show that experiencing paternal incarceration by age five is associated with lower non-cognitive school readiness. While the main effect of incarceration does not vary by race, boys with incarcerated fathers have substantially worse non-cognitive skills at school entry, impacting the likelihood of special education placement at age nine. Mass incarceration facilitates the intergenerational transmission of male behavioral disadvantage, and because of the higher exposure of black children to incarceration, it also plays a role in explaining the persistently low achievement of black boys.
Winterbottom, Christian; Piasta, Shayne B.
Accreditation is a widely accepted indicator of quality in early education and includes many of the components cited in broad conceptualizations of quality. The purpose of this study was to examine whether kindergarten readiness rates differed between Florida child care facilities that were and were not accredited by any relevant national…
Bell, Elizabeth R.; Greenfield, Daryl B.; Bulotsky-Shearer, Rebecca J.
Despite policy and theoretical support for mixed-age classrooms in early childhood, research examining associations between age-mixing and children's outcomes is inconclusive and warrants further investigation, particularly in preschools serving children who are at risk for poor adjustment to formal schooling. One recent study conducted in…
Herman, Hannah; And Others
This report outlines the Pre-kindergarten Educational Program (PREP) of Kamehameha Schools Bishop Estate in Hawaii, an integrated early education program serving families with children from the prenatal stage through age 5. The paper first discusses the program's three components and how they adapt to developmental changes in children and…
Cameron, Claire E.
A growing body of research indicates that three foundational cognitive skills--executive function, motor skills, and spatial skills--form the basis for children to make a strong academic, behavioral, and social transition to formal school. Given inequitable early learning environments or "opportunity gaps" in the United States, these…
Anisef, Paul; Brown, Robert S; Phythian, Kelli; Sweet, Robert; Walters, David
While education statistics confirm that there is little difference in the dropout rates of native-born and immigrant youth, analyses of Toronto District School Board (TDSB) data have revealed significant variation in school persistence within immigrant groups. Among newcomer youth, the decision to leave school early has been reported to be strongly influenced by socioeconomic status as well as such factors as country of origin, age at arrival, generational status, family structure, and academic performance. While living in low-income conditions is thought to place both foreign- and Canadian-born youth at risk of poor school performance and early school withdrawal, their substantially higher incidence of poverty suggests that today's immigrant youth are likely to face greater obstacles to academic success that may in turn have detrimental, long-term consequences. This paper uses TDSB data to investigate the extent to which living below the low-income cutoff affects the likelihood of dropping out of secondary school, while taking into account generational status as well as a variety risk factors, noted above. Policy implications are discussed.
Cavadel, Elizabeth Woodburn; Frye, Douglas A
The current study investigated the role of theory of mind development in school readiness among 120 low-income preschool and kindergarten children. A short-term longitudinal design was used to examine relations among theory of mind, the understanding of teaching, and learning behaviors and their collective role in children's literacy and numeracy skills at school entry. Results replicate differences in theory of mind development among low-income children as compared to typically studied, higher-income samples. Theory of mind and the combination of several sociocognitive variables successfully predicted concurrent relations with academic outcomes. Children's understanding of teaching predicted changes in literacy scores over time. Results are discussed in the context of what is known about theory of mind and sociocognitive development in school readiness. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
Masoud, Amiri; Roya, Kelishadi; Mohammad-Esmaeil, Motlagh; Mahnaz, Taslimi; Marziyeh, Dashti; Tahereh, Aminaee; Gelayol, Ardalan; Parinaz, Poursafa
To assess the national inequality of school readiness and autism among 6-year-old Iranian children before school entry using a national health assessment survey. In a cross-sectional nationwide survey, all Iranian children entering public and private elementary schools were asked to participate in a mandatory national screening program in Iran in 2009 in two levels of screening and diagnostic levels. The study population consisted of 955388 children (48.5% girls and 76.1% urban residents). Of the whole children, 3.1% of the 6-year-old children had impaired vision. In addition, 1.2, 1.8, 1.4, 7.6, 0.08, 10, 10.9, 56.7, 0.7, 0.8 and 0.6 percent had color blindness, hearing impaired, speech disorder, school readiness, autism, height to age retardation, body mass index extremes, decayed teeth, disease with special needs, spinal disorders, and hypertension, respectively. The distribution of these disorders was unequally distributed across provinces. Our results confirmed that there is an inequality in distribution of school readiness and autism in 6-year-old children across Iranian provinces. The observed burden of these distributions among young children needs a comprehensive national policy with evidence-based province programs to identify the reason for different inequality among provinces.
Merrill, Lisa; Siman, Nina; Wulach, Suzanne; Kang, David
iMentor's College Ready Program is a unique approach that combines elements of school-based mentoring, whole school reform, and technology in an effort to help students develop the full suite of knowledge, behaviors, and skills they need to complete high school and enroll and thrive in college. iMentor partners with high schools that serve…
Herman, Phillip; Carreon, Daisy; Scanlan, Spencer; Dandapani, Nitara
Many jurisdictions use data about college and career readiness to help stakeholders understand whether students are on track to succeed in college and careers after high school graduation. For example, Hawaii includes the percentage of high school graduates from a particular school who later attend college in school-level feedback reports for…
Patton, Michael N.
This qualitative study explores the leadership behaviors of system leaders and best practices of high school counselors in highly effective school districts that prepare all students for college and career readiness. A total of twelve participants were interviewed for this study including superintendents of schools, high school principals, and…
Merrill, Lisa; Siman, Nina; Wulach, Suzanne; Kang, David
iMentor's College Ready Program is a unique approach that combines elements of school-based mentoring, whole school reform, and technology in an effort to help students develop the full suite of knowledge, behaviors, and skills they need to complete high school and enroll and thrive in college. iMentor partners with high schools that serve…
Merrill, Lisa; Siman, Nina; Wulach, Suzanne; Kang, David
iMentor's College Ready Program is a unique approach that combines elements of school-based mentoring, whole school reform, and technology in an effort to help students develop the full suite of knowledge, behaviors, and skills they need to complete high school and enroll and thrive in college. iMentor partners with high schools that serve…
Su, Qiru; Chen, Zhengyang; Li, Ruili; Elgar, Frank J; Liu, Zhihao; Lian, Qiguo
Early pubertal onset may relate to more involvement in bullying in adolescent girls, both as a target and as a perpetrator. However, the few studies of the association between early menarche and school bullying have shown mixed findings. The present study examined whether early menarche is associated with bullying victimization and perpetration. We obtained survey data on adolescent girls from the 2001-2002, 2005-2006, and 2009-2010 cycles of the Health Behaviour in School-aged Children study in 35 European and North American countries. We identified school bullying in the past 2 months using the Revised Olweus Bully/Victim Questionnaire. We defined early menarche as a reported onset of menarche before 11 years and tested the associations between early menarche and bullying victimization and perpetration using three-level logistic regression models. The sample included 227,443 adolescent girls with a mean age of 13.64 (standard deviation [SD] 1.63) years, of which 10,172 (4.47%) were early matured; 62,528 (28.33%) and 56,582 (25.67%) were occasional victims and perpetrators, respectively; and 21,985 (9.96%) and 14,115 (6.40%) were frequent victims and perpetrators, respectively. Early menarche related to occasional victimization (adjusted odds ratio [OR] [95% confidence interval [CI] = 1.21 [1.12-1.31]) and perpetration (aOR [95% CI] = 1.19 [1.11-1.27]) and to frequent victimization (aOR [95% CI] = 1.35 [1.22-1.50]) and perpetration (aOR [95% CI] = 1.46 [1.31-1.63]). Early menarche in European and North American adolescent girls positively relates to bullying victimization and perpetration. Early-maturing girls should not be neglected in antibullying programs. Copyright © 2018 The Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.
Bailey, Drew H.; Siegler, Robert S.; Geary, David C.
Recent findings that earlier fraction knowledge predicts later mathematics achievement raise the question of what predicts later fraction knowledge. Analyses of longitudinal data indicated that whole number magnitude knowledge in first grade predicted knowledge of fraction magnitudes in middle school, controlling for whole number arithmetic proficiency, domain general cognitive abilities, parental income and education, race, and gender. Similarly, knowledge of whole number arithmetic in first grade predicted knowledge of fraction arithmetic in middle school, controlling for whole number magnitude knowledge in first grade and the other control variables. In contrast, neither type of early whole number knowledge uniquely predicted middle school reading achievement. We discuss the implications of these findings for theories of numerical development and for improving mathematics learning. PMID:24576209
Li, Xiaoming; Atkins, Melissa S.; Stanton, Bonita
Data from 122 Head Start children were analyzed to examine the impact of computer use on school readiness and psychomotor skills. Children in the experimental group were given the opportunity to work on a computer for 15-20 minutes per day with their choice of developmentally appropriate educational software, while the control group received a…
Jones, Stephanie M.; Zhai, Fuhua; Raver, C. Cybele
This paper investigates the long-term impact of participation in the Chicago School Readiness Project (CSRP) during the Head Start year on children's behavioral outcomes at the end of their Kindergarten year. The primary questions addressed in the paper are: (1) What is the experimental impact of CSRP on two-year change (from Fall Head Start to…
Berger, Andrea; Turk-Bicakci, Lori; Garet, Michael; Song, Mengli; Knudson, Joel; Haxton, Clarisse; Zeiser, Kristina; Hoshen, Gur; Ford, Jennifer; Stephan, Jennifer; Keating, Kaeli; Cassidy, Lauren
In 2002, the Bill & Melinda Gates Foundation launched the Early College High School Initiative (ECHSI) with the primary goal of increasing the opportunity for underserved students to earn a postsecondary credential. To achieve this goal, Early Colleges provide underserved students with exposure to, and support in, college while they are in…
Patrianakos-Hoobler, Athena I; Msall, Michael E; Huo, Dezheng; Marks, Jeremy D; Plesha-Troyke, Susan; Schreiber, Michael D
To determine whether neurodevelopmental outcomes at the age of 2 years accurately predict school readiness in children who survived respiratory distress syndrome after preterm birth. Our cohort included 121 preterm infants who received surfactant and ventilation and were enrolled in a randomized controlled study of inhaled nitric oxide for respiratory distress syndrome. Abnormal outcomes at the age of 2 years were defined as neurosensory disability (cerebral palsy, blindness, or bilateral hearing loss) or delay (no neurosensory disability but Bayley Scales of Infant Development mental or performance developmental index scores <70). School readiness (assessed at a mean age of 5y 6mo, SD 1y) was determined using neurodevelopmental assessments of motor, sensory, receptive vocabulary, perceptual, conceptual, and adaptive skills. The mean birthweight of the cohort (57 males, 64 females) was 987g (SD 374), and the mean gestational age was 27.3 weeks (SD 2.6). At the age of 2 years, the neurodevelopmental classification was 'disabled' in 11% and 'delayed' in 23%. At the age of 5 years 6 months, intensive special education was required for 11% and some special education for 21%. Disability and delay at the age of 2 years were 92% and 50% predictive of lack of school readiness respectively, whereas only 15% of children who were normal at the age of 2 years were not school ready at the later assessment. Children with delay at 2 years were more likely to need special education if they were socially disadvantaged. Without preschool developmental supports, preterm survivors living in poverty will require more special education services.
Zhai, Fuhua; Brooks-Gunn, Jeanne; Waldfogel, Jane
We used longitudinal data from a birth cohort study, the Fragile Families and Child Wellbeing Study, to investigate the links between Head Start and school readiness in a large and diverse sample of urban children at age 5 (N = 2,803; 18 cities). We found that Head Start attendance was associated with enhanced cognitive ability and social competence and reduced attention problems but not reduced internalizing or externalizing behavior problems. These findings were robust to model specifications (including models with city-fixed effects and propensity-scoring matching). Furthermore, the effects of Head Start varied by the reference group. Head Start was associated with improved cognitive development when compared with parental care or other nonparental care, as well as improved social competence (compared with parental care) and reduced attention problems (compared with other nonparental care). In contrast, compared with attendance at pre-kindergarten or other center-based care, Head Start attendance was not associated with cognitive gains but with improved social competence and reduced attention and externalizing behavior problems (compared with attendance at other center-based care). These associations were not moderated by child gender or race/ethnicity.
Augustine, Jennifer March; Raley, R. Kelly
Following the ongoing increase in nonmarital fertility, policy makers have looked for ways to limit the disadvantages faced by children of unmarried mothers. Recent initiatives included marriage promotion and welfare-to-work programs. Yet policy might also consider the promotion of three generational households. We know little about whether multigenerational households benefit children of unwed mothers, although they are mandated for unmarried teen mothers applying for welfare benefits. Multigenerational households are also becoming increasingly common. Thus, using data from the Panel Study of Income Dynamics (N = 217), this study examines whether grandparent-headed coresidential households benefit preschool-aged children’s school readiness, employing propensity score techniques to account for selection into these households. Findings reveal living with a grandparent is not associated with child outcomes for families that select into such arrangements but is positively associated with reading scores and behavior problems for families with a low propensity to coreside. The implications of these findings for policy are discussed. PMID:23847390
Zhai, Fuhua; Brooks-Gunn, Jeanne; Waldfogel, Jane
We used longitudinal data from a birth cohort study, the Fragile Families and Child Wellbeing Study, to investigate the links between Head Start and school readiness in a large and diverse sample of urban children at age 5 (N = 2,803; 18 cities). We found that Head Start attendance was associated with enhanced cognitive ability and social competence and reduced attention problems but not reduced internalizing or externalizing behavior problems. These findings were robust to model specifications (including models with city-fixed effects and propensity-scoring matching). Furthermore, the effects of Head Start varied by the reference group. Head Start was associated with improved cognitive development when compared with parental care or other nonparental care, as well as improved social competence (compared with parental care) and reduced attention problems (compared with other nonparental care). In contrast, compared with attendance at pre-kindergarten or other center-based care, Head Start attendance was not associated with cognitive gains but with improved social competence and reduced attention and externalizing behavior problems (compared with attendance at other center-based care). These associations were not moderated by child gender or race/ethnicity. PMID:21244155
Ansari, Arya; Purtell, Kelly; Gershoff, Elizabeth
The federal Head Start program, designed to improve the school readiness of children from low-income families, often serves 3- and 4-year-old children in the same classrooms. Given the developmental differences between 3 and 4 year olds, it is unknown if educating them together in the same classrooms benefits one, both, or neither. Using data from the Family and Child Experiences Survey 2009 cohort, this study leveraged a peer effects framework to examine the associations between mixed-age classrooms and the school readiness of a nationally representative sample of newly enrolled 3- (n= 1,644) and 4-year-old (n= 1,185) Head Start children. Results revealed that 4-year-old children displayed fewer gains in academic skills during the preschool year when they were enrolled in classrooms with a greater number of 3 year olds; effect sizes corresponded to four-to-five months of academic development. In contrast, classroom age composition was not consistently associated with 3-year-old's school readiness. PMID:26566635
Shires, Michael J.
This study utilizes the Brigance screener historical data to make a prediction of which prior settings students will come to kindergarten not-ready. It also uses prior settings data to look at subcategories of the composite score to inform an intervention plan to combat kindergarten not-ready scores. The research concluded that there is a…
This publication is a supplementary chapter to "Fit, Healthy, and Ready to Learn: A School Health Policy Guide; Part I: General School Health Policies, Physical Activity, Healthy Eating, and Tobacco-Use Prevention." It discusses various aspects of a complete school policy and plan to promote sun safety. The first section "Purpose…
Wei, Qi; Dilworth-Bart, Janean E.; Miller, Kyle E.; Liesen, Carolyn A.
This study adopts an intergenerational approach to explore whether mothers' school experiences influence academic readiness through parenting beliefs and parenting quality. Forty-five mothers were categorised as either having a desired or feared school-related identity based on their narratives about past school experiences and the ways they…
Isbell, Elif; Calkins, Susan D; Swingler, Margaret M; Leerkes, Esther M
Attentional control fluctuates in the presence of internal and external distractors, wandering on and off a given task. The current study investigated individual differences in attentional fluctuations in 250 preschoolers. Attentional fluctuations were assessed via intra-individual variability in response time in a Go/No-Go task. Greater fluctuations in attentional control were linked to lower task accuracy. In addition, greater attentional fluctuations predicted lower performance in a task of cognitive flexibility, the Dimensional Change Card Sort task. Attentional fluctuations were also associated with laboratory measures of academic readiness in preschool, as assessed by the Applied Problems and Letter-Word Identification subscales of the Woodcock-Johnson III Tests of Achievement, which in turn predicted teacher reports of academic performance in first grade. Attentional fluctuations also had indirect associations with emergent math skills in preschool, via cognitive flexibility, as well as indirect associations with first-grade teacher reports of academic performance, via the relations between cognitive flexibility and emergent math skills in preschool. These results suggest that consistency is an important aspect of attentional control during early childhood. Copyright © 2017 Elsevier Inc. All rights reserved.
Sanders, Kimberly A; Wolcott, Michael D; McLaughlin, Jacqueline E; D'Ostroph, Amanda; Shea, Christopher M; Pinelli, Nicole R
To examine preceptors' perceptions regarding readiness for change pre- and post-implementation of a pilot early immersion program engaging student pharmacists in direct patient care. Student pharmacists enrolled in the second professional year of a Doctor of Pharmacy degree program completed a four-week health-system introductory pharmacy practice experience (IPPE) which was modified to include direct patient care roles in operational (drug preparation and dispensing) and clinical (comprehensive medication management) pharmacy environments. Pharmacy preceptors with direct oversight for program implementation completed a pre/post Organizational Readiness for Implementing Change (ORIC) survey and a 50-min interview or focus group post-experience. The ORIC survey evaluates two dimensions of organizational readiness for change - change commitment and change efficacy. Additional items assessed included implementation needs, support, and perceived value of the change. ORIC survey constructs were compared before and after the experience. Interviews and focus groups were audio recorded, transcribed, and evaluated by constant comparative analysis. A mixed methods approach was used to triangulate findings and develop greater understanding of the ORIC survey results. Twenty pharmacy preceptors (37 ± 8 years of age, 60% female, 65% clinical pharmacist position, 70% prior preceptor experience) participated in the study. There were no significant changes in pre/post survey constructs, except for a decline in the perception of organizational change commitment (p < 0.001). Sub-analyses indicated the decline was associated with items assessing individual dedication and individual commitment to the change (p < 0.05 for both). Primary emerging themes from interviews included concerns about implementation requirements, contextual factors of the experience that affected implementation, and varying perceptions about the value of early immersion across preceptor roles. As pharmacy
Carpiano, Richard M; Lloyd, Jennifer E V; Hertzman, Clyde
A number of studies demonstrates a relationship between neighbourhood concentration of affluence and disadvantage and the health and development of its residents. We contribute to this literature by testing hypotheses about the relationship between neighbourhood-level concentrated affluence/disadvantage and child-level developmental outcomes in a study population of 37,798 Kindergarten children residing in 433 neighbourhoods throughout the province of British Columbia, Canada. We utilise a previously-validated measure of neighbourhood socioeconomic composition--the Index of Concentration at the Extremes (ICE)--which not only allows for more precise estimation of the competing influences of concentrated affluence and disadvantage, but also facilitates examination of the potential impact of neighbourhood-level income inequality. Our findings show that increases in neighbourhood affluence are associated with increases in children's scores on the Early Development Instrument (EDI), a holistic measure of Kindergarteners' readiness for school. Particularly noteworthy is that, for four of the five EDI scales (physical, social, emotional, and communication) and the total score, results indicate a significant curvilinear relationship--whereby the highest average child-level outcomes are not found in locations with the highest concentrations of affluence, but rather in locations with relatively equal proportions of affluent and disadvantaged families. This finding suggests, first, that concentrated affluence may have diminishing rates of return on contributing to enhanced child development, and, second, that children residing in mixed-income neighbourhoods may benefit both from the presence of affluent residents and from the presence of services and institutions aimed at assisting lower-income residents. Implications and future directions are discussed.
Bonica, Laura; Sappa, Viviana
Purpose: The purpose of this study is to discuss conditions in support of a Competent Self in the broader process of the school-work transition, particularly regarding early school-leavers. Design/methodology/approach: A total of 233 early school-leavers were followed in innovative and successful vocational training courses. Using a…
Graham, Lorraine; Miller, Judith; Paterson, David
Due to the difficulties inherent in staffing rural schools in Australia, it is increasingly common for beginning teachers to fill school leadership roles early in their careers. The purpose of this paper is to explore the accelerated progression of some early career teachers who have been offered leadership opportunities in rural schools. Results…
St. John, Edward P.; Loescher, Siri Ann
Indiana's Early Intervention Grant Program (EIGP) provides funding for Reading Recovery and other early interventions focused on improvement in early reading programs (Grades 1-5). This resource guide provides information that schools in Indiana can use to plan for proposals for EIGP and other grant programs, such as comprehensive school reform…
Hilgoe, Ellen; Brinkley, Jason; Hattingh, Johannes; Bernhardt, Robert
Since its establishment in 1996, the North Carolina Early Mathematics Placement Testing (NC EMPT) Program has provided a low stakes reality check of readiness for college-level mathematics to more than 600,000 high school students statewide. The program strives to help reduce the percentage of incoming college freshmen requiring mathematics…
Adams, Tempestt Richardson
Ensuring students graduate high school ready to enter college or the workforce has become a prime focus within secondary education. High school graduates are often ill-prepared for college-level work and often have to register for remedial courses before they can take standard college level courses (Southern Regional Education Board, 2010). Serving as both a solution to this concern and an alternative to traditional high schools, early college high schools were created to focus on increasing the number of students graduating from high school and enrolling in college. Early college high schools seek to serve students who have traditionally underperformed in school and those who are underrepresented in higher education including students of color, first-generation college students, students from low socioeconomic backgrounds, and English language learners (Barnett, Bucceri, Hindo, Kim, 2013; "Overview & FAQS," 2013). In efforts to learn more about how early colleges are meeting the needs of students, this dissertation examines the experiences, identity construction, and perceptions of Black male students at a science, technology, engineering, and mathematics (STEM) based early college high school. Using a qualitative case study design, participants were eight Black male upperclassmen enrolled in a STEM early college high school, located on the campus of a four-year university. Data was collected through focus groups and individual interviews and data was analyzed thematically. Findings suggest students in this study have largely positive experiences at their early college high school. Despite some challenges, the early college high school environment helps facilitate scholar identities, and the STEM focus of the school helps students learn more about their strengths and weaknesses. The implications of the research, recommendations for educational stakeholders, and recommendations for future research are discussed.
The lack of college readiness skills is a national problem, particularly for underachieving high school students. One solution is to offer authentic early college coursework to build confidence and academic momentum. This case study explored a partnership between a traditional, suburban high school (600 students) and a community college to…
Dudovitz, Rebecca N.; Coker, Tumaini R.; Barnert, Elizabeth S.; Biely, Christopher; Li, Ning; Szilagyi, Peter G.; Larson, Kandyce; Halfon, Neal; Zimmerman, Frederick J.; Chung, Paul J.
BACKGROUND AND OBJECTIVES: Current recommendations emphasize developmental screening and surveillance to identify developmental delays (DDs) for referral to early intervention (EI) services. Many young children without DDs, however, are at high risk for poor developmental and behavioral outcomes by school entry but are ineligible for EI. We developed models for 2-year-olds without DD that predict, at kindergarten entry, poor academic performance and high problem behaviors. METHODS: Data from the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), were used for this study. The analytic sample excluded children likely eligible for EI because of DDs or very low birth weight. Dependent variables included low academic scores and high problem behaviors at the kindergarten wave. Regression models were developed by using candidate predictors feasibly obtainable during typical 2-year well-child visits. Models were cross-validated internally on randomly selected subsamples. RESULTS: Approximately 24% of all 2-year-old children were ineligible for EI at 2 years of age but still had poor academic or behavioral outcomes at school entry. Prediction models each contain 9 variables, almost entirely parental, social, or economic. Four variables were associated with both academic and behavioral risk: parental education below bachelor’s degree, little/no shared reading at home, food insecurity, and fair/poor parental health. Areas under the receiver-operating characteristic curve were 0.76 for academic risk and 0.71 for behavioral risk. Adding the mental scale score from the Bayley Short Form–Research Edition did not improve areas under the receiver-operating characteristic curve for either model. CONCLUSIONS: Among children ineligible for EI services, a small set of clinically available variables at age 2 years predicted academic and behavioral outcomes at school entry. PMID:27432845
Kupersmidt, Janis B; Scull, Tracy M; Benson, Jessica W
The Media Ready Program was designed as a middle school, media literacy education, preventive intervention program to improve adolescents' media literacy skills and reduce their intention to use alcohol or tobacco products. In a short-term efficacy trial, schools in North Carolina were randomly assigned to conditions (Media Ready: n = 214; control: n = 198). Boys in the Media Ready group reported significantly less intention to use alcohol in the future than did boys in the control group. Also, students in the Media Ready group who had used tobacco in the past reported significantly less intention to use tobacco in the future than did students in the control group who had previously used tobacco. Multilevel multiple mediation analyses suggest that the set of logical analysis Message Interpretation Processing variables mediated the program's effect on students' intentions to use alcohol or tobacco in the future.
Prasad, A N; Corbett, B
Birth weight is an important indicator of prenatal/in-utero environment. Variations in birth weight have been reportedly associated with risks for cognitive problems. The National Longitudinal Survey of Children and Youth (NLSCY) dataset was explored to examine relationships between birth weight, academic school readiness and epilepsy. A population based sample of 32,900 children of the NLSCY were analyzed to examine associations between birth weight, and school readiness scores in 4-5-year-old children. Logistic and Linear regression was used to examine associations between having epilepsy and these outcomes. Gestation data was available on 19,867 children, full-term children represented 89.67% (gestation >259days), while 10.33% of children were premature (gestation <258days). There were 20 children with reported epilepsy in the sample. Effects of confounding variables (diabetes in pregnancy, smoking in pregnancy, high blood pressure during pregnancy, and gender of the infant) on birth weight and epilepsy were controlled using a separate structural equation model. Logistic regression analysis identified an association between epilepsy and lower birth weights, as well as an association between lower birth weight, having epilepsy and lower PPVT-R Scores. Model results show the relationship between low birth weight and epilepsy remains statistically significant even when controlling for the influence of afore mentioned confounding variables. Low birth weight appears to be associated with both epilepsy and academic school readiness. The data suggest that an abnormal prenatal environment can influence both childhood onset of epilepsy and cognition. Additional studies with larger sample sizes are needed to verify this relationship in detail. Copyright © 2017 Elsevier B.V. All rights reserved.
This guide was created to help district leaders understand the benefits and drawbacks of the four-day school week, assess their district's readiness to make the switch, and evaluate the results of implementing the new schedule. This guide begins with an overview of common goals and outcomes for the four-day school week. It then provides a set of…
Day, Sandra K.
This study compared selected college/career readiness outcomes for students attending an urban high school who voluntarily participated in an academic support program, Advancement Via Individual Determination (AVID), to demographically similar/same school peers who completed the traditional academic program (TAP) of study. Grade point average,…
Struhl, Ben; Vargas, Joel
States and school districts are searching for strategies to raise the college and career readiness of high school graduates--imperative in an era when postsecondary credentials are the key to good jobs, better pay, and stronger economies. The creation and implementation of higher graduation standards aligned to college and career expectations is…
Mokher, Christine; Cavalluzzo, Linda
This presentation focuses on the quasi-experimental methods used to select comparison schools for an evaluation of a federal investing in innovation (i3) validation grant. The Northeast Tennessee College and Career Ready Consortium (NETCO) consists of 29 high schools participating in a five-year program to expand students' access to rigorous…
Way, Wendy L.; Rossman, Marilyn Martin
A study examined the nature of family contributions to adolescent and adult learners' readiness for transition from school to work and any variations between the two groups. It used data from national samples of 1,266 high school seniors and 879 adults in one- and two-year postsecondary occupational education programs. Findings, based on an…
Hoffman, Nancy; Vargas, Joel
Today, states and the federal government recognize the potential of early college designs to improve the economic prospects of future generations. But individuals are just beginning to put in place public policies that promote and support early college designs on a significant scale. Jobs for the Future (JFF) prepared this guide to help…
Hess, Frederick M.
In recent years, American education has enthusiastically adopted the mantra of "college readiness for all." What's not to like about that? Frederick Hess says that although he considers college readiness an admirable goal, he has serious reservations about advocates, funders, and policymakers imposing this norm across all schools. His…
Dommers, Eric; Myconos, George; Swain, Luke; Yung, Stephanie; Clarke, Kira
With almost one-third of young people unemployed or underemployed, it is important for early school leavers to gain skills that improve their employment opportunities. The role that vocational education and training (VET) plays is critical, particularly for young early school leavers. Through interviews and focus groups with young people and those…
Adams, Caralee J.
To give students an incentive to work hard--and save education dollars along the way--some states are encouraging early high school graduation by ramping up curricula or giving college scholarships. As a money-saving measure for families and states, lawmakers are allowing early high school exits and providing tuition aid. The policies emphasize…
Fernandez-Macias, Enrique; Anton, Jose-Ignacio; Brana, Francisco-Javier; De Bustillo, Rafael Munoz
Spain has one of the highest levels of early school leaving and educational failure of the European Union. The purpose of this paper is to analyse the anatomy of early school leaving in Spain and its characteristics. In order to do so, in the first part we discuss the measurement problems related with this concept and the evolution of drop-out…
Bertolani, Jessica; Mortari, Luigina; Carey, John
"Eccomi Pronto" is a school counselor-led, story-based curriculum that is designed to promote simultaneously the development of early elementary school students' self-direction, active engagement in school, and pre-literacy skill development. This article reports the results of the first evaluation of a large-scale implementation of…
This paper is concerned with research into early school leaving. A narrative interview approach was used to document and analyse the experiences, processes and decisions that a small sample of boys made prior to leaving school, in this case, before completing year 10 and 11. Data collected in 2004 indicate that schools along with students…
Polidano, Cain; Tabasso, Domenico; Tseng, Yi-Ping
The objective of this paper is to better understand the factors that affect the chances of re-engaging early school leavers in education, with a particular focus on the importance of time out from school (duration dependence) and school-related factors. Using data from three cohorts of the Longitudinal Survey of Australian Youth and duration…
Zayim, Merve; Kondakci, Yasar
Readiness for change is one of the constructs that fosters positive behaviours, attitudes and thinking towards new adjustments on the part of employees. As one of the internal context variables, trust acts as a catalyst for supportive behaviours in times of change and uncertainty by reducing change related resistance and stress. Based on this…
Department of Education, Washington, DC.
This kit was developed to assist the postsecondary education community's efforts to resolve the Year 2000 (Y2K) computer problem. The kit includes a description of the Y2K problem, an assessment of the readiness of colleges and universities, a checklist for institutions, a Y2K communications strategy, articles on addressing the problem in academic…
A lot of hope is riding on a little document in the big state of Texas. Educators and policymakers who have long agonized over how the Lone Star State's low college-going rate and its high remediation rate are charting a course they hope will lead to better outcomes. This article discusses the Texas College and Career Readiness Standards as a key…
Nagle, Katherine; Newman, Lynn A.; Shaver, Debra M.; Marschark, Marc
Research shows that deaf and hard of hearing (DHH) students frequently enter college and the workplace relatively unprepared for success in math, science, and reading. Based on data from the National Longitudinal Transition Study-2 (NLTS2), the present study focused on DHH students' college and career readiness by investigating their opportunities…
Aldhafeeri, Fayiz M.; Khan, Badrul H.
This article reports on an e-learning readiness study that was carried out to assess the organizational and individual factors of the two major stakeholder groups (teachers and students) in the secondary education institutions in the State of Kuwait in order to provide significant information to the policy makers and regulatory bodies for the…
Al-Furaydi, Ahmed Ajab
This study will determine their readiness level for the e-learning in several aspects such as attitude toward e-learning, and computer literacy also this study attempt to investigate the main the barriers that EFL teachers have to overcome while incorporating e-learning into their teaching. The theory upon which the study was technology acceptance…
Leech, Kathryn; Wei, Ran; Harring, Jeffrey R.; Rowe, Meredith L.
Preschool children's use of decontextualized language, or talk about abstract topics beyond the here-and-now, is predictive of their kindergarten readiness and is associated with the frequency of parents' own use of decontextualized language. Does a brief, parent-focused intervention conveying the importance of decontextualized language cause…
Schultz, Deanna D.
Concern about college and career readiness has been expressed in both the business and education arenas. Employers are calling for entry-level employees with basic academic skills and educators are being held accountable for student achievement in academic areas similar to those required by employers. In this environment, WorkKeys has emerged as a…
Barnett, Elisabeth A.; Corrin, William; Nakanishi, Aki; Bork, Rachel Hare; Mitchell, Claire; Sepanik, Susan
The current study examines a number of college readiness partnership programs operating in Texas and identifies their features, targeted students, and intended outcomes. It also examines the partnerships that created these programs. The findings presented here are based on a search and analysis of the relevant research and Texas policy…
Springer, Sheree E.; Wilson, Tonia J.; Dole, Janice A.
Research shows that many students entering postsecondary education are unprepared for college reading demands. This article highlights college reading readiness according to four essential reading skills. We illustrate these skills by featuring vignettes of high school seniors who are college-ready and not college-ready. Then we contextualize the…
Zhai, Fuhua; Raver, C. Cybele; Jones, Stephanie M.
The role of subsequent school contexts in the long-term effects of early childhood interventions has received increasing attention, but has been understudied in the literature. Using data from the Chicago School Readiness Project (CSRP), a cluster-randomized controlled trial conducted in Head Start programs, we investigate whether the intervention had differential effects on academic and behavioral outcomes in kindergarten if children attended high- or low-performing schools subsequent to the preschool intervention year. To address the issue of selection bias, we adopt an innovative method, principal score matching, and control for a set of child, mother, and classroom covariates. We find that exposure to the CSRP intervention in the Head Start year had significant effects on academic and behavioral outcomes in kindergarten for children who subsequently attended high-performing schools, but no significant effects on children attending low-performing schools. Policy implications of the findings are discussed. PMID:22773872
Murrah, William M., III
The achievement score gaps between advantaged and disadvantaged children at school entry is a major problem in education today. Identifying the skills critical for school readiness is an important step in developing interventions aimed at addressing these score gaps. The purpose of this study is to compare a number of school readiness skills with an eye toward finding out which are the best predictors of later academic achievement in math, reading, and science. The predictors were early reading, math, general knowledge, socioemotional skills, and motor skills. Data were obtained from the Early Childhood Longitudinal Study of 1998 (NCES, 1998) database. While controlling for an extensive set of family characteristics, predictions were made across five years - from the end of kindergarten to the end of fifth grade. Consistent with current findings, reading and math skills predicted later achievement. Interestingly, general knowledge, attention, and fine motor skills also proved to be important predictors of later academic achievement, but socioemotional skills were not. The findings were interpreted from a neurobiological perspective involving the development of self-regulation. These school entry skills are used to predict later achievement in reading, math, and science. I argued that in addition to acquiring early academic knowledge, children need to regulate the use of this knowledge to meet academic goals.
... flexibility where possible, and develop and implement a study design that would answer important questions... basic design requirements--for both program management and evaluation purposes--for data and account... commenter stated that based on its experience with schools, local governments, and others in the design and...
ACT, Inc., 2005
Many students rely heavily on their interests when making college and career choices. Understanding how interests develop and relate to academic achievement will help high school counselors and other educators determine both when and how to help students prepare for college and a career. Students make more informed educational and career plans if…
... authorizes GEAR UP program grantees to design projects that promote participating students' secondary school... regarding implementation of the project and surveys of students and parents about their participation in... student survey by the evaluator and about the release of designated ``directory information'' from the...
Adamuti-Trache, Maria; Sweet, Robert
The study examines science-related course choices of high-school students in the culturally diverse schools of the province of British Columbia, Canada. The analysis employs K-12 provincial data and includes over 44,000 students born in 1990 who graduated from high school by 2009. The research sample reflects the presence of about 27% of students for whom English is not a first language. We construct an empirical model that examines ethno-linguistic and gender differences in Grade 12 course choices while accounting for personal and situational differences among students. The study employs a course selection typology that emphasizes readiness for science, technology, engineering and math fields of study. Findings indicate that math- and science-related course selection patterns are strongly associated with ethnicity, qualified not only by gender and prior math and science achievement but also by the individual's grade level at entry to the system and enrollment in English as a Second Language program. Students who are more likely to engage in math and science courses belong to Asian ethno-linguistic groups and entered the provincial school system during the senior high-school years. We suggest that ethnic diversity and broader academic exposure may play a crucial role in changing the gender composition of science classrooms, university fields of study and science-related occupations.
Loflin, Jerry W.
The Early College High School Initiative (ECHSI) was introduced in 2002. Since 2002, limited data, especially student physical activity data, have been published pertaining to the ECHSI. The purpose of this study was to examine the aerobic capacities of early college students and compare them to state and national averages. Early college students…
Johnson, Susan Moore; Reinhorn, Stefanie K.; Charner-Laird, Megin; Kraft, Matthew A.; Ng, Monica; Papay, John P.
Background/Context: Many strategies to improve failing urban schools rest on efforts to improve leadership within the school. Effective school-based leadership depends not only on the activities of the principal, but also on teachers' efforts to address school-wide challenges. Research has shown that the principal is pivotal in such ventures,…
... participating in programs, such as GEAR UP, that offer additional services designed to increase student success... education or using such data to develop early warning indicator systems designed to prevent students from... report on Free Application for Federal Student Aid (FAFSA) completion, and will update the survey...
Little, Catherine A.; Adelson, Jill L.; Kearney, Kelly L.; Cash, Kathleen; O'Brien, Rebecca
Students who come from low-income backgrounds tend to be underidentified and underserved in gifted education. Early interventions with learners of high potential from underserved groups, including exposure to challenging curriculum and summer opportunities, are important for nurturing these students' talents and preparing them for advanced…
General Accounting Office, Washington, DC. Health, Education, and Human Services Div.
School districts nationwide are experimenting with a range of reform options, one of which is private management of public schools. This General Accounting Office (GAO) report describes the early experiences of four school districts that contracted with private companies for management of their public schools. Specifically, the report describes:…
Thorngren, Jill M.; Nelson, Mark D.; Baker, Larry J.
A survey was conducted using qualitative means to assess school counseling programs in Montana. Schools that were demonstration schools in a federal initiative, Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) were compared to non-GEAR UP schools. Several differences between GEAR UP and non-GEAR UP schools are noted and…
Webster-Stratton, Carolyn; Reid, M. Jamila; Stoolmiller, Mike
Background School readiness, conceptualized as three components including emotional self-regulation, social competence, and family/school involvement, as well as absence of conduct problems play a key role in young children’s future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases the odds that children will demonstrate increased emotional dysregulation, fewer social skills, less teacher/parent involvement and more conduct problems. Consequently intervention offered to socio-economically disadvantaged populations that includes a social and emotional school curriculum and trains teachers in effective classroom management skills and in promotion of parent—school involvement would seem to be a strategic strategy for improving young children’s school readiness, leading to later academic success and prevention of the development of conduct disorders. Methods This randomized trial evaluated the Incredible Years (IY) Teacher Classroom Management and Child Social and Emotion curriculum (Dinosaur School) as a universal prevention program for children enrolled in Head Start, kindergarten, or first grade classrooms in schools selected because of high rates of poverty. Trained teachers offered the Dinosaur School curriculum to all their students in bi-weekly lessons throughout the year. They sent home weekly dinosaur homewrok to encourage parents’ involvement. Part of the curriculum involved promotion of lesson objectives through the teachers’ continual use of positive classroom management skills focused on building social competence and emotional self-regulation skills as well as decreasing conduct problems. Matched pairs of schools were randomly assigned to intervention or control conditions. Results Results from multi-level models on a total of 153 teachers and 1,768 students are presented. Children and teachers were observed in the classrooms by blinded observers at the begining and the end of the
Westrupp, Elizabeth M; Bennett, Clair; Cullinane, Meabh; Hackworth, Naomi J; Berthelsen, Donna; Reilly, Sheena; Mensah, Fiona K; Gold, Lisa; Bennetts, Shannon K; Levickis, Penny; Nicholson, Jan M
Targeted interventions during early childhood can assist families in providing strong foundations that promote children's health and wellbeing across the life course. There is growing recognition that longer follow-up times are necessary to assess intervention outcomes, as effects may change as children develop. The Early Home Learning Study, or 'EHLS', comprised two cluster randomized controlled superiority trials of a brief parenting intervention, smalltalk, aimed at supporting parents to strengthen the early childhood home learning environment of infants (6-12 months) or toddlers (12-36 months). Results showed sustained improvements in parent-child interactions and the home environment at the 32 week follow-up for the toddler but not the infant trial. The current study will therefore follow up the EHLS toddler cohort to primary school age, with the aim of addressing a gap in literature concerning long-term effects of early childhood interventions focused on improving school readiness and later developmental outcomes. 'EHLS at School' is a school-aged follow-up study of the toddler cluster randomized controlled trial (n = 1226). Data will be collected by parent-, child- and teacher-report questionnaires, recorded observations of parent-child interactions, and direct child assessment when children are aged 7.5 years old. Data linkage will provide additional data on child health and academic functioning at ages 5, 8 and 10 years. Child outcomes will be compared for families allocated to standard/usual care (control) versus those allocated to the smalltalk program (group program only or group program with additional home coaching). Findings from The Early Home Learning Study provided evidence of the benefits of the smalltalk intervention delivered via facilitated playgroups for parents of toddlers. The EHLS at School Study aims to examine the long-term outcomes of this initiative to determine whether improvements in the quality of the parent
Fan, Chung-Hau; Denner, Peter R.; Bocanegra, Joel O.; Ding, Yi
After the change in IDEIA, different models of response to intervention (RtI) have been practiced widely in American school systems. School psychologists are in an important position to facilitate RtI practice and provide professional development in order to help their school systems successfully undergo this transformation. However, there is a…
Wheeler, Marissa; Buttenheim, Alison M
This paper describes elementary school officials' awareness of and preparedness for the implementation of California's new exemption law that went into effect on January 1, 2014. The new law prescribes stricter requirements for claiming a personal beliefs exemption from mandated school-entry immunizations. We used cross-sectional data collected from a stratified random sample of 315 schools with low, middle, and high rates of personal beliefs exemptions. We described schools' awareness and specific knowledge of the new legislation and tested for differences across school types. We additionally tested for associations between outcome variables and school and respondent characteristics using ordered logit and negative binomial regression. Finally, we described schools' plans and needs for implementing the new legislation. Elementary school staff reported an overall low level of awareness and knowledge about the new legislation and could identify few of its features. We observed, however, that across the exemption-level strata, respondents from high-PBE schools reported significantly higher awareness, knowledge and feature identification compared to respondents from low-PBE schools. Multivariate analyses revealed only one significant association with awareness, knowledge and identification: respondent role. Support staff roles were associated with lower odds of having high self-rated awareness or knowledge compared to health workers, as well as with a reduced log count of features identified. Though most school officials were able to identify a communication plan, schools were still in need of resources and support for successful implementation, in particular, the need for information on the new law. Schools need additional information and support from state and local agencies in order to successfully implement and enforce California's new school immunization law. In particular, our results suggest the need to ensure information on the new law reaches all levels of
Fleshman, Robin Earle
This case study seeks to explore three research questions: (1) What science teaching and learning processes, perspectives, and cultures exist within the science classroom of an urban portfolio community high school? (2) In what ways does the portfolio-based approach prepare high school students of color for college level science coursework, laboratory work, and assessment? (3) Are portfolio community high school students of color college ready? Is there a relationship between students' science and mathematics performance and college readiness? The overarching objectives of the study are to learn, understand, and describe an urban portfolio community high school as it relates to science assessment and college readiness; to understand how the administration, teachers, and alumni perceive the use of portfolios in science learning and assessment; and to understand how alumni view their preparation and readiness for college and college science coursework, laboratory work, and assessments. The theoretical framework of this study encompasses four theories: critical theory, contextual assessment, self-regulated learning, and ethic of care. Because the urban high school studied partnered with a community-based organization (CBO), it identifies as a community school. Therefore, I provide context regarding the concept, culture, and services of community schools. Case study is the research design I used to explore in-depth this urban portfolio community high school, which involved mixed methods for data collection and analysis. In total, six alumni/current college students, five school members (administrators and teachers), and three CBO members (administrators, including myself) participated in the study. In addition to school artefacts and student portfolios collected, classroom and portfolio panel presentation observations and 13 semi-structured interviews were conducted to understand the portfolio-based approach as it pertains to science learning and assessment and college
Hamerslag, Robert; Oostdam, Ron; Tavecchio, Louis
For the first time in the Netherlands, the Adjustment Scales for Early Transition in Schooling (ASETS) have been applied to kindergarten and first-grade elementary school. A study was conducted to examine the relation between the different behavioral (phenotypes) and situational dimensions (situtypes) of the ASETS and learning performance on…
Sparks, Lynne Marie
Online foreign language course offerings have grown exponentially in secondary and post-secondary schools during the last two decades. Although numerous instruments and surveys exist to assess readiness for a student to take online courses, insufficient research has dealt with the particularities of learning a foreign language online. This study…
Welton, Anjale; Williams, Montrischa
Currently school reform discourse encourages states to adopt college readiness standards. Meanwhile, federal and state accountability and related mandated reforms remain a policy concern. As such, it is important to examine the interplay between accountability and the establishment of a college-going culture in high "minority", high…
The desire to understand the "home advantage" has spurred a large body of research describing the contribution of differences in family background and parenting styles to school readiness and the achievement gap. Using the National Household Education Survey at two time points provides a fuller picture of the trends in parenting and…
Li-Grining, Christine; Haas, Kelly
The Chicago School Readiness Project (CSRP), a randomized, classroom-based mental health intervention, aimed to improve teachers' behavior management of preschoolers' dysregulated behavior. The current follow-up study examines potential impacts on academic skills of first graders by enhancing their ATL. This investigation seeks to answer three…
US House of Representatives, 2005
The Committee on Education and the Workforce, to whom was referred the bill (H.R. 2123) to reauthorize the Head Start Act to improve the school readiness of disadvantaged children, and for other purposes, having considered the same, report favorably thereon with an amendment and recommend that the bill as amended do pass. Amended sections include:…
Fantuzzo, John; McWayne, Christy
Relationships between parental report of children's peer play at home and indicators of children's school readiness were examined. Behavior ratings and observational data were collected for preschool children from an urban Head Start program. Play competencies exhibited in the home environment were significantly associated with prosocial behavior…
O'Kane, Eileen Vollert
As we enter deeper into the 21st Century, there is a more urgent need to transform our educational system in the United States to better prepare our youth for the careers and technology of the future. This study examines how improving technology education at the high school level can improve the learning and college readiness of urban youth. It…
Haidkind, Pille; Kikas, Eve; Henno, Helen; Peets, Terje
Controlled Drawing Observation (CDO) was developed by Tove Krogh and it has been used in Denmark, Finland and Estonia for assessing a child's readiness for school. CDO is a group test, it gives information about a child's functioning in an educational setting and it serves as a starting point for later individual assessment. The goal of the study…
Martinez, Robert Richard, Jr.
The primary purpose of this study was to evaluate the delivery and content of a set of classroom guidance lessons designed to enhance postsecondary education-going literacy, postsecondary education-going access aspirations, and career and college readiness self-efficacy of 9th grade students attending a high school in a southeastern rural…
Jones, Stephanie M.; Bub, Kristen L.; Raver, C. Cybele
Research Findings: This study examines the theory of change of the Chicago School Readiness Project (CSRP), testing a sequence of theory-derived mediating mechanisms that include the quality of teacher-child relationships and children's self-regulation. The CSRP is a multicomponent teacher and classroom-focused intervention, and its…
Maryland State Dept. of Education, Baltimore.
As a result of lengthy deliberations and review of evidence-based proven practices by the Leadership in Action Program in Maryland, this action agenda details 6 goals, 25 strategies, and 106 action steps determined as most critical to ensuring that all of Maryland's children will enter school ready to learn. The action agenda was submitted to the…
McMahon, George; Griffith, Catherine; Mariani, Melissa; Zyromski, Brett
Recent demands from educators and policymakers require school counselors to ensure that students are college and career ready. In this 10-year content analysis of peer-reviewed research, investigators sought to review and describe the available intervention research designed to improve post-secondary success. Ten (n = 10) articles published…
Bulotsky-Shearer, Rebecca J.; Dominguez, Ximena; Bell, Elizabeth R.
Guided by an ecological theoretical model, the authors used a series of multilevel models to examine associations among children's individual problem behavior, the classroom behavioral context, and school readiness outcomes for a cohort of low-income children (N = 3,861) enrolled in 229 urban Head Start classrooms. Associations were examined…
Entwisle, Doris R.; Hayduk, Leslie Alec
This book presents the results of research on sociopsychological factors that affect the schooling process and academic achievement among young children. The first chapter of the report provides a background on schooling, and reviews what is known and what remains to be discovered about academic achievement. Chapters 2 and 3 review research on…
Magnuson, Katherine; Duncan, Greg J.; Lee, Kenneth T. H.; Metzger, Molly W.
Although school attainment is a cumulative process combining mastery of both academic and behavioral skills, most studies have offered only a piecemeal view of the associations between middle-childhood capacities and subsequent schooling outcomes. Using a 20-year longitudinal data set, this study estimates the association between children's…
Winter, Suzanne M.; Sass, Daniel A.
The collision of the childhood obesity epidemic with pressure to achieve high academic standards is of serious concern in the United States. Growing numbers of low-income, minority children face double jeopardy as alarming obesity rates further widen existing achievement gaps. Health and education disparities persist when children enter…
Edmunds, Julie A.; Arshavsky, Nina; Lewis, Karla; Thrift, Beth; Unlu, Fatih; Furey, Jane
This article utilizes mixed methods--a lottery-based experimental design supplemented by qualitative data--to examine college readiness within an innovative high school setting: early college high schools. Early colleges are small schools that merge the high school and college experiences and are targeted at students underrepresented in college.…
Informal learning contexts may provide opportunities for adding capital to young children in their years prior to schooling. This paper explores the potential of the early-years swim context to add capital to young children that may position them favourably for the transition to school. Using Bourdieu's notion of capital, the paper discusses the…
Schack, Edna O.; Fisher, Molly H.; Thomas, Jonathan N.; Eisenhardt, Sara; Tassell, Janet; Yoder, Margaret
The goal of this study is to develop the professional noticing abilities of prospective elementary school teachers in the context of the Stages of Early Arithmetic Learning. In their mathematics methods course, ninety-four prospective elementary school teachers from three institutions participated in a researcher-developed five-session module that…
Welch, G.; Purves, R.; Hargreaves, D.; Marshall, N.
The article reports an Economic and Social Research Council-funded study of the early career experiences of secondary school music teachers in England, set within a wider national picture of decreasing age-related pupil engagement with school music, career perceptions of music teaching, variable patterns of teacher recruitment and possible…
McIntyre, John; Melville, Bernice
The experiences of early school leavers in a New South Wales Central Coast community during the year after they left school were examined to identify ways of easing their transition into the community and the work force. Data were collected through interviews with community service providers, representatives of educational agencies, refuge…
Park, Yonghan; Chaparro, Erin A.; Preciado, Jorge; Cummings, Kelli D.
Research Findings: The goal of the present study was to provide empirical evidence for the importance of mastering reading fluency in early schooling. Study participants were 1,322 students in 3rd grade in 42 schools in a northwestern state. These students were assessed using a battery of reading skill tests as well as comprehensive tests of more…
The current study considers grade repetition rates in the early years of school, Preparatory (Prep) to Year 3, in Queensland state schools, of which there is a significant gap in the Australian research literature. Data accessed from the Queensland Government's Department of Education and Training (DET), shows that particular groups of students…
Yune, So Jung; Im, Sun Ju; Lee, Sun Hee; Baek, Sun Yong; Lee, Sang Yeoup
Problem-based learning (PBL) is an educational approach in which complex authentic problems serve as the context and stimulus for learning. PBL is designed to encourage active participation during learning. The goal of this study was to study the effects of PBL on academic motivation and self-directed learning readiness in medical school students. The subjects of this study were 190 students in the 1st and 2nd grade of medical school. The period of the PBL course was two weeks for Year 1 and five weeks for Year 2 students. Students completed one module over one week. Academic motivation tests and self-directed learning readiness tests were performed before and after the PBL course. The differences between the two groups were analyzed using paired t-test and repeated measures MANCOVA. PBL had positive effects on academic self-efficacy (self-control efficacy, task-level preference) and academic failure tolerance (behavior, task-difficulty preference) as academic motivation. PBL had a mildly positive effect on self-directed learning readiness. In addition, the five-week PBL course had greater positive effects on academic motivation than the two-week course but not with regard to self-directed learning readiness. Medical students engage in academic motivation and self-directed learning readiness during PBL, suggesting that the five-week PBL course has greater positive effects than the two-week course. Future studies are needed to confirm the most effective periods of PBL.