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School-Readiness

Number of resources found: 91

Land Grant Institution or Extension Resource Indicates a resource from a Land Grant Institution or from a Cooperative Extension Agency.

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Evaluation General Information Professional Development Programming Resource Research

For Parents: Assessment Information for Parents of K-12 children Language: English
Publisher: UCLA Graduate School of Education & Information Studies
Description: The Parents page of the National Center for Research on Evaluation, Standards, and Student Testing provides articles and resources related to assessment, child success in school, and family involvement for parents of K-12 children.
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Getting Ready: School Readiness Indicators Initiative Language: English
Publisher: School Readiness Indicators Initiative (2005)
Description: The Getting Ready web site is an infomational site about the School Readiness Indicators Initiative. The School Readiness Indicators Initiative works with 17 states to develop a comprehensive set of school readiness indicators to inform public policy for young children and their families.
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Evaluation

Effects of the Michigan School Readiness Program on Young Children's Abilities at Kindergarten Entry Land Grant Institution or Extension Resource

Land Grant Institution or Extension Resource

Language: English
Author: Killian, Eric
Publisher: The University of Arizona (March, 2000)
Description: This bulletin includes a brief introduction to a key indicator, a case example of a community-based program making a difference in the indicator highlighted, sample program goals and objectives, description of program intervention, a sample evaluation plan, key evaluation results, reporting hints and other resources.
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Neither Art nor Accident: New Research Helps Define and Develop Quality PreK and Elementary Teaching Language: English
Author: Miller Wiltz, Sue
Publisher: Published by the Harvard Graduate School of Education (January/February 2008)
Description: In a recent Harvard Education Letter interview, Robert Pianta, Dean of the Curry School of Education at the University of Virginia, discusses the value of the Classroom Assessing Scoring system, a classroom observation instrument known as CLASS. This article is part of an ongoing series of the importance of integrating high quality Pre-K with the early elementary education of children.
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General Information

3rd Grade Reading – Success Matters Language: English
Author: Smith, Ralph
Publisher: BUILD Initiative (May 2011)
Description: This powerpoint presentation was part of a webinar on early childhood data systems and the relationship between birth to five policy agendas and early elementary reform efforts. Ralph Smith, Annie E. Casey Foundation, discussed the goals and progress of The Campaign for Grade Level Reading.
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Beyond the Usual Suspects: Developing New Allies to Invest in School Readiness Language: English
Author: Bruner, Charles
Publisher: State Early Childhood Policy Technical Assistance Network (May 2004)
Description: This monograph provides information on how advocates might work to build a broader set of allies to promote an early childhood agenda to improve school readiness. It stresses the importance of recognizing the cultures, or cognitive frames, of groups of allies and crafting outreach messages accordingly. Recommendations for advocacy groups is included.
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Building 0-8 Information Systems: Strengthening the Focus on Early Childhood Language: English
Author: Bruner, Charles
Publisher: BUILD Initiative (May 2011)
Description: This webinar was on early childhood data systems and the relationship between birth to five policy agendas and early elementary reform efforts. Charles Bruner, Research and Evaluation Director for the BUILD Initiative, presented his analysis of the state of the field in developing birth-to-eight data systems to inform policy, and Ralph Smith, Executive Vice-President of the Annie E. Casey Foundation presented an overview of the national work on third-grade reading, its relationship to systems-building efforts and the critical role that information systems can play in fostering linkages. This link will connect directly to the webinar.
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Building Birth-Eight Information Systems: Strengthening the Focus on Early ChildhoodBirth Language: English
Author: Bruner, Charles
Publisher: BUILD Initiative (May 2011)
Description: This powerpoint presentation was part of a webinar on early childhood data systems and the relationship between birth to five policy agendas and early elementary reform efforts. Charles Bruner, Research and Evaluation Director for the BUILD Initiative, presented an overview of the issue and presented one approach for visioning and developing an ideal 0-8 child information system.
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Climbing the Ladder of Reading Proficiency: Atlanta Civic Site Language: English
Publisher: The Annie E. Casey Foundation (2012)
Description: This report tells how a group of parents, educators, community-based service providers, funders, and education experts created the Dunbar Learning Complex with the goal of permanently changing the path of children living in poverty. This unique educational model was launched in January 2010. Since then, 374 children, ages six weeks to PreK, have enrolled at the ELLRC and 385 are currently enrolled at Dunbar Elementary School, an Atlanta public school serving children from kindergarten through fifth grade. The report shares the impact of those efforts on children and their parents, two years later.
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Early Care and Education: Realizing a Collective Vision Language: English
Author: Traill, Saskia
Publisher: NATIONAL ECONOMIC DEVELOPMENT AND LAW CENTER (2005)
Description: National Economic Development and Law Center worked in California, Minnesota, Massachusetts, North Carolina, Ohio, Illinois, and Hawai’i and partnered with a number of national organizations to replicate the model originally developed in California. The model educates policymakers, business and civic leaders and economic development professionals about the importance of early care and education. By engaging these stakeholders in an on-going, collaborative dialogue, the model serves as a catalyst for systemic change in investment strategies and programs to grow and sustain the formal early care and education industry
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Early Learning: Preschool and Kindergarten Ahead (Antes de comenzar el preescolar y el jardín de infantes -- Aprendiza je Temprano) Land Grant Institution or Extension Resource

Language: Spanish, English
Author: Oesterreich, Lesia
Publisher: Iowa State University Extension (2009)
Description: This four page brochure discusses six simple ways to help prepare your child for preschool and kindergarten. Discussion on skills that are needed and ways that you can support your child in developing those skills are provided. Also available in Spanish (Antes de comenzar el preescolar y el jardín de infantes -- Aprendiza je Temprano) at http://www.extension.iastate.edu/Publications/PM2081A(S).pdf.
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Early Warning! Why Reading by the End of Third Grade Matters Language: English
Author: Fiester, Leila
Publisher: The Annie E. Casey Foundation (2010)
Description: The ability to read is central to a child’s success in school, life-long earning potential, and the ability to contribute to the nation’s economy and its security. The Foundation released its report to focus attention on the critical importance of achieving grade-level reading proficiency for all children by the end of third grade. The authors take the 2009 reading test results released in March from NAEP--considered to be the gold standard in K-12 standardized assessment--and break down the numbers to show how well different groups of disadvantaged students are doing. Download the full report or executive summary, and visit the Data Center to create your own maps, graphs, and charts of data related to early reading indicators at the national and state level.
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Get Off To a Good Start, Backpack Buddies Series Land Grant Institution or Extension Resource

Language: English
Author: Collins, Elaine
Publisher: Ohio State University Extension (2010)
Description: Ohio State University's Extension Services has provided this short, informative piece with suggestions on how to get your kindergarten aged child into a routine that makes mornings and evenings easier on everyone.
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Getting School Ready! Campaign Language: Spanish, Russian, Korean, Chinese, English
Publisher: Foundation for Early Learning (2009)
Description: The Foundation for Early Learning has a Getting School Ready campaign that focuses on what families, early childhood professionals, and schools can do to help children be ready for school and what schools can do to be ready for the incoming children. The suggestions attempt to close the "preparation gap" that too many of our children face. These resource booklets are available in the following languages: English, Spanish, Cambodian, Chinese, Russian, Somali, and Vietnamese. You may download copies or order free copies through this site.
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Giving R Best 2 Kids: Development and Behavior - Pre-Kindergarten Social-Emotional Development Standards Land Grant Institution or Extension Resource

Language: English
Author: Byington, Teresa
Publisher: University of Nevada Cooperative Extension (2006)
Description: This brochure is intended for use with parents and caregivers. It provides general information on Nevada's Pre-Kindergarten Standards for social and emotional development of young children . The specific standards are provided along with examples of what you would see in children's behaviors.
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Grading Education: Getting Accountability Right Language: English
Author: Rothstein, Richard
Publisher: Economic Policy Institute (October 2008)
Description: State and federal policies (like No Child Left Behind) - that attempt to close the achievement gap by holding schools accountable for improved math and reading test scores - have failed. This book demonstrates why such narrow test-based accountability plans cannot possibly accomplish their stated intent, which is to tell the states and nation whether schools and related public institutions are performing satisfactorily and to support interventions that ensure improvement. To hold schools and other institutions of youth development accountable, information from tests of basic skills must be combined with a wide array of information from other sources, including tests of reasoning and critical thinking and evaluations by experienced and qualified experts who observe schools, child care centers, health clinics, and after-school and summer programs, to determine if they are performing satisfactorily. The full report is available as a pdf at this site. The news release is available at http://www.epi.org/page/-/old/newsroom/releases/2008/10/081020-RR_ed_book_pr_final.pdf.
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I Am Your Child Language: English
Publisher: Parents' Action for Children (October 2008)
Description: This website provides access to written materials and media (DVDs) about children’s development and how families and communities can help support them. In 1997, Rob and Michele Reiner joined forces with leading child development experts to help raise public awareness about the critical importance the prenatal period through the first early years plays in a child’s healthy brain development. Already a renowned film director, Reiner turned his talents to helping educate parents on this, and other topics of interest to the caregivers of our youngest children.
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Investing Strategies to Serve Vulnerable Children Language: English
Publisher: The Annie E. Casey Foundation (2013)
Description: This discussion guide series, produced by the Association of Small Foundations with funding from the Annie E. Casey Foundation, is designed to provide clear and concise information to small foundations on strategies for supporting nonprofits that serve vulnerable children and families. Specific guides include; Ensuring Success for Children with Incarcerated Parents, Ensuring Success for Young Children: Early Childhood Literacy, Ensuring Success For Young Children: Transition to Kindergarten, and others.
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Is My Child Ready for Kindergarten? Land Grant Institution or Extension Resource

Language: English
Author: Fishhaut, Erna
Publisher: University of Minnesota Extension Services (2009)
Description: The University of Minnesota's Extension Services has provided this piece for parents who are trying to determine whether or not their child is ready for kindergarten. There are a variety of different factors that should be examined before making the decision regarding whether or not your child is ready for school.
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Kindergarten Entry Skills (Habilidades para entrar en el kindergarten) Language: English
Publisher: ERIC Clearinghouse on Elementary and Early Childhood Education (2007)
Description: This publication discusses the skills that are necessary for children entering kindergarten. Information is included on cognitive and social skills. Resources are provided. This publication is also available in Spanish as "Habilidades para entrar en el kindergarten" at http://ceep.crc.uiuc.edu/poptopics/k-entry-sp.html.
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Ladders of Learning: Fighting Fade-Out by Advancing PK-3 Alignment Language: English
Author: Kauerz, Kristie
Publisher: New America Foundation Education Policy Program (Jan 2006)
Description: This Issue Brief published by the New America Foundation Education Policy Program, argues that alignment of standards, curriculum and assessment from Prekindergarten through Third Grade can reduce fade-out and improve academic achievement. The brief discusses three types of alignment: horizontal, vertical and temporal.
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Ladders of Learning: Fighting Fade-Out by Advancing PK-3 Alignment Language: English
Author: Kauerz, Kristie
Description: In this paper, Kristie Kauerz outlines the importance of having strong, well-aligned programs beginning in Pre-K and extending through third grade (PK-3). It reviews the short-term impact of Pre-K and full day kindergarten programs, then summarizes the evidence that these impacts may "fade out" by the primary grades. To fight fade-out, PK-3 alignment is proffered as one means to enable children to maintain and expand upon the gains they make in early childhood education. PK-3 suggests that Pre-K experiences should be aligned with kindergarten and that kindergarten should be aligned with early elementary education. The paper closes with federal policy recommendations that provide both models and incentives for the nation, states, and local school districts to institute and strengthen PK-3 alignment.
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Learning to Read: A GUIDE to Federal Funding for Grade-Level Reading Proficiency Language: English
Author: Hayes, Cheryl
Publisher: The Finance Project (2011)
Description: This guide is intended to help state and local officials, leaders of community based and national organizations, school leaders, and private investors identify, access, and make the best use of available federal funding to meet their policy and program goals. Funding alone cannot make children proficient readers by the end of third grade. Yet it is a necessary resource, along with vision, leadership, and strong public will.
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Linking Social Development and School Readiness to Behavior Language: English
Publisher: Center for Evidence-Based Practice: Young Children with Challenging Behavior (2011)
Description: Social competence is critically important for a child's readiness for school. This fact sheet discusses the importance of school readiness and provides guidance on how to ensure that policy, programs, and educators can promote readiness.
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Michigan Great Start Readiness Program Evaluation 2012: High School Graduation and Grade Retention Findings Language: English
Author: Lawrence, Schweinhart
Publisher: High Scope and Michigan Dept of Education (March 2012)
Description: This report includes information on the findings of evaluations of early childhood education programs. It looks at the methods and previous findings of the Great Start Readiness Program Evaluation. It then presents the analysis of the high school graduation, the analysis of grade retention, and the analysis of how they relate to each other, and the analysis of Michigan Merit Examination scores. It ends with summary, consideration of the study limitations, and conclusions.
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Planning for Pre-kindergarten: A Toolkit for School Boards Language: English
Publisher: The Center for Public Education (January 2009)
Description: This tool kit is designed to lay the groundwork for school board members to think through the issues involved in establishing a high-quality pre-k program. Where appropriate, it includes resources and tools to help you establish policies, implement effective programs, and ultimately become advocates for good pre-k programs in your communities.
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Pre-Kindergarten Math Concepts Land Grant Institution or Extension Resource

Language: English
Author: Bixler, Mikki
Publisher: University of Nevada Cooperative Extension (2006)
Description: This fact sheet provides information on pre-kindergarten math concepts. It explains why you would teach math to young children and gives examples of how parents can help their children learn math skills.
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Pre-Kindergarten Standards: Building the Framework for Learning Land Grant Institution or Extension Resource

Language: English
Author: Bixler, Mikki
Publisher: University of Nevada Cooperative Extension (2006)
Description: This fact sheet provides information on pre-kindergarten standards for the state of Nevada. A definition is included as well as the subject areas and examples of standards. Where to go for more information is also provided.
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Ready for School: The Case for Including Babies and Toddlers As We Expand Preschool Opportunities Language: English
Author: Rubins Wilen, Julie
Publisher: Ounce of Prevention Fund (2003 )
Description: How do we ensure that children enter school eager to learn and ready to succeed? This report from the Ounce of Prevention Fund argues that if policymakers fail to include babies and toddlers as plans are made for universal preschool, in five years our conversations about "school readiness" will instead be about "preschool readiness."
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ReadyWeb Language: English
Publisher: Early Childhood and Parenting (ECAP) Collaborative, University of Illinois at Urbana-Champaign (2003 )
Description: ReadyWeb is an electronic collection of resources on school readiness sponsored by the Early Childhood Parenting (ECAP) Collaborative, College of Education, at the University of Illinois at Urbana-Champaign. ReadyWeb provides a Virtual Library of the full text of documents and articles, and hyperlinks to documents and articles, on various topics related to school readiness. ReadyWeb also provides bibliographies of documents and journal articles from the ERIC database. These bibliographies are updated quarterly
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Recommended Transition Practices for Young Children and Families Land Grant Institution or Extension Resource

Language: English
Author: Rous, Beth
Publisher: National Early Childhood Transition Center (NECTC) (2008)
Description: The report provides information on 21 transition practices validated across early childhood and early childhood special education professionals.
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Schools' Use of Assessments for Kindergarten Entrance and Placement: 1998-99 Language: English
Author: Prakash, Naomi
Publisher: National Center for Education Statistics (March 2003)
Description: This report uses data from the base-year (kindergarten) of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 to describe the use of entrance or placement test prior to kindergarten by schools in the U.S. It examines the different ways that schools use the information from these tests. It describes schools use of entrance and placement tests by public and private schools, and by schools with different concentrations of low-income children, different grade levels taught, and differnt numbers of children enrolled.
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Starting Kindergarten Language: English
Author: Rogers, Fred
Publisher: The Fred Rogers Company (2011)
Description: This article is excerpted from “The Mister Rogers Parenting Book” the last book Fred Rogers worked on before his death in 2003. In this book he wanted to support parents in their most important work of parenting and to help them better understand their young children. The information focuses on starting kindergarten. It includes information on children's fears, letting go (for parents), and helpful hints.
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State Innovations: Iowa’s Statewide Voluntary Preschool Program for Four-Year-Old Children Language: English
Publisher: National Association of the State Boards of Education NASBE (July 2011)
Description: This fact sheet provides an overview of the Statewide Voluntary Preschool Program for Four-Year-Old Children (SWVPP) in Iowa. The purpose of the preschool program is to provide an opportunity for all 4-year-old children in the state of Iowa to enter school ready to learn by expanding access to research-based preschool curricula and licensed teaching staff. Requirements of the program and the impact of the first year are included.
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Terrific Transitions Language: English
Description: There is a great deal of information indicating that a child's success in school can be linked, at least in part, to effective transition practices and activities. This website provides parents and educators with information on transitioning to Kindergarten. It provides a wide variety of transition information and resources for families, professionals, and community partnerships to use as they address children's transitions into kindergarten.
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The First 2000 Days Language: English
Publisher: North Carolina’s Partnership for Children (July 2011)
Description: North Carolina’s Partnership for Children has launched a website designed to generate support for early learning by highlighting that there are only 2,000 days from a child’s birth to the first day of kindergarten. The site provides basic information about the value of early education in easy-to-understand messages. It’s a useful model of how to reach people outside of the early child-hood field to gain support for early learning. While the website does feature North Carolina- specific information, organizations and people from around the country are sharing it because it makes the case for early learning in a straightforward manner.
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Transforming Public Education: Pathway to a Pre-K-12 Future Language: English
Publisher: PEW Center on the States (Sept 2011)
Description: This report challenges our nation’s policy makers to transform public education by moving from a K-12 to a Pre-K-12 system. This vision is grounded in rigorous research and informed by interviews with experts, as well as lessons from Pew’s decade-long initiative to advance high-quality pre-kindergarten for all three and four year olds.
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Village Building and School Readiness: Closing Opportunity Gaps in a Diverse Society Language: English
Author: Bruner, Charles
Publisher: State Early Childhood Policy Technical Assistance Network (January 2007)
Description: This collection of articles begins to tackle community impact on child development, focusing upon the special issues and opportunities for building early learning systems in what have variously been described as vulnerable neighborhoods, disinvested neighborhoods, or poor, immigrant, and minority communities.
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What You Need to Know to Help Your Child Do Well in School (Lo que necesita saber para que sus ninos tengan exito en la escuela) Language: Spanish, English
Publisher: National Center for Homeless Education at SERVE (January 2007)
Description: This brochure is designed to help homeless parents get the most out of education for their children. It includes questions for parents to ask at school, the child's educational rights, and what should be done if you move. Also available in Spanish as "Lo que necesita saber para que sus ninos tengan exito en la escuela" at http://www.serve.org/nche/downloads/parentbrochure_sp.pdf.
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Professional Development

Cost, Quality and Outcomes Study Language: English
Author: Peisner-Feinberg, Ellen
Publisher: FPG Child Development Institute, The University of North Carolina at Chapel Hill (2001)
Description: The National Center for Early Development & Learning and the FPG Child Development Institute have been working together on a study with pre-kindergarten aged children to determine how cost and quality of child care effects young children. Results of the study can be viewed online or purchased.
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School Readiness: A Position Statement of the NAEYC Language: English
Publisher: National Association for the Education of Young Children (1995 (summary 2009))
Description: NAEYC believes that school readiness requires addressing three major issues: children's inequities in early life experiences, recognition and support for individual difference in regards to linguistics and culture, and establishing appropriate and reasonable expectations of children's abilities upon school entry. A summary of "Where we stand" is available at http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf 2009.
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Transition to Kindergarten Language: Spanish, English
Author: Pianta, Robert
Publisher: National Center for Development and Learning (2002)
Description: This policy brief outlines key issues in the transition to formal schooling, examines current practices and makes policy recommendations.
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Transition to Kindergarten - Fact Sheet Language: Spanish, English
Author: Pianta, Robert
Publisher: National Center for Early Development and Learning (2002)
Description: This fact sheet discusses needed policy changes and how U.S. schools support the transition to kindergarten.
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Programming Resource

Access to Pre-K Education Under the McKinney-Vento Homeless Assistance Act Language: English
Author: Boylan, Ellen
Publisher: Education Law Center (February 2010)
Description: Provides an overview of the McKinney-Vento Homeless Assistance Act and discusses policies that can help to increase the number of homeless children in pre-k programs. This policy brief provides an overview of the law and its limitations and describes policies that can help increase the number of homeless children included in pre-k programs. It is intended to serve as a resource for state policy makers and advocates seeking to maximize participation.
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All Together Now: State Experiences in Using Community-Based Child Care to Provide Pre-Kindergarten Language: English
Author: Schumacher, Rachel
Publisher: Center for Law and Social Policy (February 2005)
Description: This paper, commissioned by the Brooklyn Institution, studies the emergence of the mixeddelivery model, in which pre-kindergarten is delivered in community-based settings and schools. It describes findings of CLASP survey of states that was undertaken to understand the policy choices, opportunities, and challenges of including community-based child care providers in their pre-kindergarten programs.
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An Evidence-Based Approach to Estimating the National and State Costs of PreK-3rd Language: English
Author: Picus, Lawerence
Publisher: Foundation for Child Development (FCD) (April 2009)
Description: This policy brief from the Foundation for Child Development, the third in a new series of Policy to Action Briefs, series editor Rima Shore offers a framework for estimating the costs of doing PreK-3rd.Education finance policy researchers, Lawrence O. Picus, Allan Odden, and Michael Goetz, apply their evidence-based approach to estimate the national and state-by-state costs of PreK-3rd approaches.
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Building Brighter Futures for Our Children: A National Summit for State Policymakers Language: English
Publisher: National Governors Association (Sept 2009)
Description: The NGA Center hosted Building Brighter Futures for Our Children, a national children's summit that brought together 39 state teams to develop a coordinated policy agenda among state health, early education and human service systems to ensure better outcomes for our nation's children. This website provides links to videos and powerpoints of presentations from Jack Shonkoff, MD,Harry Holtzer, Secretary Reggie Bicha, Angie Logan, Dan Wuori, Rolf Grafwallner, Valerie Minor, Julie Willems Van Dijk, Janice Gruendel, Robin Arnold-Williams, Danna Fabella, Shane McNeil,. and others.
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Building Strong Rungs To Build Sturdy Ladders: The Status of Preschool - 3rd Grade Systems in New Jersey Language: English
Author: Rice, Cynthia
Publisher: Association for Children of New Jersey (January 2007)
Description: This policy brief provides an overview of the impact of New Jersey's preK programs. During the last ten years, New Jersey's commitment to pre-school has grown dramatically both in scope and quality. In the 2006-2007 school year in over 150 school districts, the NJ Department of Education (DOE) has projected that in the three state supported preschool programs, nearly 33,609 four year olds and 20,254 three year olds are being exposed to experiences that support child development and are being prepared for kindergarten and beyond. Information includes the test scores of the first cohort and also some lessons learned.
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Cost, Quality and Outcomes Study Language: English
Author: Peisner-Feinberg, Ellen
Publisher: FPG Child Development Institute, The University of North Carolina at Chapel Hill (2001)
Description: The National Center for Early Development & Learning and the FPG Child Development Institute have been working together on a study with pre-kindergarten aged children to determine how cost and quality of child care effects young children. Results of the study can be viewed online or purchased.
More

Costs and Benefits of Early Childhood Intervention Language: English
Author: Greenwood, Peter
Publisher: Office of Juvenile Justice and Delinquency Prevention (1999)
Description: This article discusses the importance of early childhood intervention for many reasons: health and development, educational attainment, and economic well-being. This article provides evaluations of nine different programs.
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Developing Kindergarten Readiness and Other Large-Scale Assessment Systems Language: English
Author: Snow, Kyle
Publisher: National Association for the Education of Young Children (2011)
Description: The Center for Applied Research at the National Association for the Education of Young Children (NAEYC) has developed this guidance to support states’ development and implementation of kindergarten readiness assessment systems. It is available as an interactive or standard PDF.
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Doing the Critical Things First: An Aligned Approach to Prek and Early Elementary Math Language: English
Author: Griffin, Sharon
Publisher: Havard Graduate School of Education (April 2007)
Description: In this interview with the Harvard Education Letter, Griffin discusses what cognitive science can teach us about aligning preK and early elementary curriculum and teaching methods with the natural development of children's mathematical thinking.
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Effects of the Michigan School Readiness Program on Young Children's Abilities at Kindergarten Entry Land Grant Institution or Extension Resource

Language: Spanish, English
Publisher: California Cooperative Extension (reviewed 2008)
Description: This brief fact sheet gives parents suggestions of activities that they can do with their children to help prepare them for kindergarten. Also available in PDF in English and Spanish
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Research

A Diverse System Delivers for Pre-K: Lessons Learned in New York State Language: English
Author: Holcomb, Betty
Publisher: Pre-K Now Pew Center on the States (July 2006)
Description: This report examines the experience of one state – New York – using a diverse system to deliver pre-k services and provides lessons for other states as they build and expand their pre-k programs.
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A Matter of Degrees Preparing Teachers for the Pre-K Classroom Language: English
Author: Bueno, Marisa
Publisher: Pre-K Now Pew Center on the States (March 2010)
Description: This 2010 report reviewed research on training for pre-k teachers and concluded that educators with at least a bachelor’s degree coupled with specialized training in early childhood are best able to foster development of the cognitive, social and emotional skills children need to be ready for kindergarten. Research indicates that state pre-k programs with higher teacher qualification requirements improve children’s school readiness so states get the most out of their investment in early education.
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A Science-Based Framework for Early Childhood Policy: Using Evidence to Improve Outcomes in Learning, Behavior, and Health for Vulnerable Children Language: English
Publisher: Center on the Developing Child at Harvard University (Aug 2007)
Description: This report from the National Scientific Council on the Developing Child integrates the scientific knowledge base of how brain architecture is formed in very young children with those factors from the program evaluation literature that appear to offer the best course toward positive outcomes for children. It builds on the work that began with the 2000 landmark report by the National Academy of Sciences, From Neurons to Neighborhoods: The Science of Early Childhood Development, followed by the work of the National Scientific Council on the Developing Child and the National Forum on Early Childhood Program Evaluation.
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America’s Kindergartners: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 Language: English
Author: West, Jerry
Publisher: U.S. Department of Education (2000)
Description: This report provides national data on children’s skills, knowledge and experiences upon entering kindergarten. The data are the first findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99. The data for this report was collected in the fall of 1998 from approximately 22,000 kindergarten children attending about 1,000 public and private schools. It provides estimates concerning childrenÂ’s cognitive skills and knowledge, their social skills, their physical well-being, their approaches to learning and their family environments and experiences.
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An Economic Analysis of Pre-K in Arkansas Language: English
Author: Belfield, Clive
Publisher: Pre-K Now Pew Center on the States (Nov 2006)
Description: This 2006 report found that each dollar invested to date in the high-quality Arkansas Better Chance Pre-K program will yield $2.32 in future savings to the state and that offering Pre-K to all children would return savings of more than $100 million.
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Better Outcomes for All: Promoting Partnerships Between Head Start and State Pre-K Language: English
Author: Stebbins, Helene
Publisher: Pre-K Now Pew Center on the States (Jan 2007)
Description: How can Head Start and state Pre-kindergarten programs work together to better serve young children and their families? This 2007 report examined the answers, drawing on research and in-depth interviews with state Pre-k program directors, Head Start collaboration coordinators, and providers of both Head Start and state Pre-k programs.
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Children's Reading and Mathematics Achievement in Kindergarten and First Grade Language: English
Author: Denton, Kristin
Publisher: U.S. Department of Education (March 2002)
Description: "This report examines the relationship of children's early literacy skills and resources at the start of kindergarten to their reading and mathematics achievement at the end of kindergarten and first grade. It describes these relationships for children from different race/ethnic backgrounds and for boys and girls. It is the third in a series of reports from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99. "
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Cost, Quality and Outcomes Study Language: English
Author: Peisner-Feinberg, Ellen
Publisher: FPG Child Development Institute, The University of North Carolina at Chapel Hill (2001)
Description: The National Center for Early Development & Learning and the FPG Child Development Institute have been working together on a study with pre-kindergarten aged children to determine how cost and quality of child care effects young children. Results of the study can be viewed online or purchased.
More

Costs and Benefits of Early Childhood Intervention Language: English
Author: Greenwood, Peter
Publisher: Office of Juvenile Justice and Delinquency Prevention (1999)
Description: This article discusses the importance of early childhood intervention for many reasons: health and development, educational attainment, and economic well-being. This article provides evaluations of nine different programs.
More

Effects of the Michigan School Readiness Program on Young Children's Abilities at Kindergarten Entry Land Grant Institution or Extension Resource

Language: English
Author: Lamy, Cynthia
Publisher: The National Institute for Early Education Research, Rutgers University (December 2005)
Description: This is research article evaluates the Michigan School Readiness Program, which is designed to help children at risk of school failure, start school ready to learn. They report that "the Michigan School Readiness Program has statistically significant and meaningful impacts on children's early literacy and mathematical development.."
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Findings from the Condition of Education 2000: Entering Kindergarten Language: English
Author: Zill, Nicholas
Publisher: National Center for Education Statistics (February 2001)
Description: "This essay from the Condition of Education summarizes information from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 on the reading and mathematics skills and knowledge children possess when they enter school, and their social skills and interest in learning."
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Formula for Success: Adding High-Quality Pre-K to State School Funding Formulas Language: English
Author: Boylan, Ellen
Publisher: Pre-K Now Pew Center on the States (May 2010)
Description: Families, teachers and policy makers increasingly understand that high-quality pre-kindergarten is a critical part of children's educational experience. In 13 states and the District of Columbia, Pre-K programs are financed through the school funding formula. This report, co-written with the Education Law Center, discusses the benefits and challenges of integrating early education into states’ general education funding structures and explored the different models for employing such a strategy.
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Home Visitation and Young Children: An Approach Worth Investing In? Language: English
Author: Astuto, Jennifer
Publisher: Society for Research in Child Development (2009)
Description: The Society for Research in Child Development (SRCD) has published a new Social Policy Report. The report reviews studies of large, established home visitation program in the U.S. and discusses major concerns and current developments in the field of home visitation.
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Meaningful Investments in Pre-K: Estimating the Per-Child Costs of Quality Programs Language: English
Author: Gault, Barbara
Publisher: Pre-K Now Pew Center on the States and The Institute for Women’s Policy Research (May 2008)
Description: This 2008 brief, written jointly with the Institute for Women’s Policy Research, provides national estimates of the per-child costs – in adjusted 2007 dollars – of pre-k in diverse settings and at varying levels of teacher quality, class size, and hours per day. The estimates give a general picture of the expected costs of quality improvements, though actual costs will differ from state to state. It examines the costs associated with quality in pre-kindergarten programs.
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Meeting the Challenge of Rural Pre‐K Language: English
Author: Smith , Matthew
Publisher: Pre-K Now Pew Center on the States (May 2008)
Description: This 2008 brief summarizes the challenges in providing pre-k in rural areas and proposes a new federal investment to improve the availability of high-quality, voluntary pre-k for children living in rural America.
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Neither Art nor Accident: New Research Helps Define and Develop Quality PreK and Elementary Teaching Language: English
Author: Miller Wiltz, Sue
Publisher: Published by the Harvard Graduate School of Education (January/February 2008)
Description: In a recent Harvard Education Letter interview, Robert Pianta, Dean of the Curry School of Education at the University of Virginia, discusses the value of the Classroom Assessing Scoring system, a classroom observation instrument known as CLASS. This article is part of an ongoing series of the importance of integrating high quality Pre-K with the early elementary education of children.
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New Beginnings: Using Federal Title I Funds to Support Local Pre-K Efforts Language: English
Author: Gayl, Chrisanne
Publisher: Pre-K Now Pew Center on the States (Sept 2009)
Description: This brief focuses on the use of federal Title I funds by LEAs to support pre-k programs. It summarizes the benefits of employing Title I dollars for this purpose, existing guidance from the U.S. Department of Education and examples of districts that are doing so successfully. In addition, the brief outlines issues for education leaders to consider in their planning and suggests ways to coordinate local initiatives with state pre-k programs.
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PK-3: An Aligned and Coordinated Approach to Education for Children 3 to 8 Years Old Language: English
Author: Bogard, Kimber
Publisher: Society for Research in Child Development (2005)
Description: The Social Policy Report discusses the need for alignment between and within pre-K and K-3 programs. Preschool is too often disconnected from the beginning of school, especially in regard to standards, curriculum, and developmentally informed and responsive instruction. We also need clearer criteria for success at each level. This article effectively reviews the literature documenting the important and often long-term effects of good preschool and uses that literature to discuss what a coordinated, aligned PK-3 curriculum should look like.
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Pre-K & the Race to the Top: A Review of Early Education Proposals in States’ Phase I Grant Applications Language: English
Author: Gayl, Chrisanne
Publisher: Pre-K Now Pew Center on the States (March 2010)
Description: This brief informs education advocates and stakeholders about the innovative strategies that states used to include pre-k in their Phase 1 proposals. Pre-K Now reviewed all 41 applications, but this brief focuses on those of the finalists describing the role that pre-k played in each of the policy areas targeted by Race to the Top and highlighting particularly innovative examples. The brief also highlights avenues advocates and stakeholders can use to make pre-k part of their states’ Race to the Top Phase 2 applications.
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Pre-K and Latinos: The Foundation for America's Future Language: English
Author: Garcia, Eugene
Publisher: Pre-K Now Pew Center on the States (July 2006)
Description: This 2006 report showed that, by providing Latino children with culturally and linguistically appropriate services in high-quality, pre-k-for-all programs, educators and policymakers can help close the achievement gap and make a major contribution to realizing this growing population's remarkable potential. Also available in Spanish at http://www.pewstates.org/uploadedFiles/PCS_Assets/2004-2006/PEW_PkN_exec_Pre-KandLatinos_July2006_sp.pdf.
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Pre-K as School Turnaround Strategy Language: English
Author: Buenafe, Anthony
Publisher: Pre-K Now Pew Center on the States (June 2011)
Description: This issue brief from Pre-K Now highlights how investing limited funds in proven early education programs can raise student achievement and improve school performance.
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Pre-K for Military Families: Honoring Service, Educating Children Language: English
Author: Surles, Stephanie
Publisher: Pre-K Now Pew Center on the States and Military Child Education Coalition (July 2007)
Description: This 2007 report recommended that state policymakers should help the children of our nation's military personnel meet the unique challenges of the military lifestyle by providing them with high-quality Pre-K. High-quality pre-k is an important strategy for addressing the unique challenges faced by military families, and by expanding pre-k eligibility to include military children, policymakers can support the work of our dedicated service men and women.
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Quality Rating and Improvement Systems for Early Care and Education Language: English
Publisher: Child Trends, Inc. (May 2010)
Description: This Child Trends research brief provides information on Quality Rating and Improvement Systems (QRIS). Research suggests that high quality early care and education programs can have a significant impact on improving the cognitive, academic and social skills for all children, especially those most at risk for later school failure. A number of states are developing QRIS to assess and improve the quality of early care and education programs for children ages birth to five and older. Information includes what are essential elements of QRIS, evaluation of systems, connection to child outcomes, etc.
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Readiness for School: A Survey of State Policies and Definit Language: English
Author: Saluja, Gitanjali
Publisher: Early Childhood Research and Practice (Fall 2000)
Description: This research study reports on current school readiness assessment efforts in all 50 states.
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Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs Language: English
Author: Howes, Carollee
Publisher: National Association for the Education of Young Children (2008)
Description: This study examined children’s growth in school-related learning and social skills over the pre-Kindergarten (pre-K) year in state-funded programs designed to prepare children for kindergarten. Children showed larger gains in academic outcomes when they experienced higher-quality instruction or closer teacher–child relationships. Gains were not related to characteristics of the child or program (i.e., ratio, teacher qualifications and program location and length).
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School Readiness, Full-Day Kindergarten, and Student Achievement: An Empirical Investigation Language: English
Author: Le, Vi-Nhuan
Publisher: Rand Education (2006)
Description: This chapter presents a literature review of previous work on non-academic school readiness indicators and their relationship to student outcomes and the impact of full-day versus half-day kindergarten on student achievement and readiness skills.
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Schools' Use of Assessments for Kindergarten Entrance and Placement: 1998-99 Language: English
Author: Prakash, Naomi
Publisher: National Center for Education Statistics (March 2003)
Description: This report uses data from the base-year (kindergarten) of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 to describe the use of entrance or placement test prior to kindergarten by schools in the U.S. It examines the different ways that schools use the information from these tests. It describes schools use of entrance and placement tests by public and private schools, and by schools with different concentrations of low-income children, different grade levels taught, and differnt numbers of children enrolled.
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Starting Out Right: Pre-K and Kindergarten: Full Report Language: English
Author: Hull, Jim
Publisher: Center for Public Education (February 2012)
Description: A study from the Center for Public Education looks at the effect of combinations of pre-k and kindergarten on third-grade reading skills. The study focused on two combinations -- no pre-k and full-day kindergarten vs. pre-k and half-day kindergarten -- and found that a combination of pre-k and half-day kindergarten was significantly better. Students attending pre-k and half-day kindergarten are more likely to have higher reading skills by the third grade than those attending full-day kindergarten alone. The impact of pre-k and half-day kindergarten was greatest for Hispanic children, black children, English Language Learners (ELL), and children from low-income families. The chances of Hispanic children and those below the poverty line reaching a higher reading level ranged anywhere from seven percent (for the basic third-grade reading level, "comprehension of words in context,") to over 20 percent (for the higher "extrapolation" level). The authors note that the findings do not take program quality into consideration, and that one could reasonably infer the impact of high-quality pre-k would be even greater. Findings also don't take into account how much time students spent in pre-k.
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Tapping Title I: What Every School Administrator Should Know about Title I, Pre-K and School Reform Language: English
Author: Gayl, Chrisanne
Publisher: Pre-K Now Pew Center on the States (Jan 2010)
Description: This 2010 news brief provides basic information that superintendents, school board members and other district officials need to make informed choices about using Title I resources to support quality Pre-K programs.
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The Case for Pre-K in Education Reform: A Summary of Program Evaluation Findings Language: English
Author: Wat, Albert
Publisher: Pre-K Now Pew Center on the States (April 2010)
Description: This brief from highlights findings from evaluations of state-funded Pre-K programs that continue to document gains in key measures of student learning, including early literacy, math and vocabulary; reduced need for special and remedial education; and significantly lower incidences of grade retention. This and other ongoing research once again demonstrates that high-quality early education is the natural first step in effective school reform.
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The Foundations for School Readiness: Fostering Developmental Competence in the Earliest Years (Technical Assistance Paper No. 6) Language: English
Publisher: Early Head Start National Resource Center @ ZERO TO THREE (2003)
Description: This paper explores the scientific knowledge base concerning the remarkable developmental tasks that occur in the first 5 years of life. They identify the capacities that equip children with the skills they need to negotiate the relationships, responsibilities, and challenges they will face throughout their lives. It also illustrates how early childhood programs, beginning with support to expectant families during the prenatal period and through the first 5 years of life, can play a pivotal role in this process. In this paper, they explore school readiness to illustrate how early development influences later learning.
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The Pre-K Pinch: Early Education and the Middle Class Language: English
Author: Wat, Albert
Publisher: Pre-K Now Pew Center on the States (Nov 2008)
Description: For far too many middle-class families, the very program proven to help all young children enter school ready to learn and succeed is beyond their reach. This report revealed that eligibility requirements and prohibitively high costs lead such families to sacrifice basic household needs to pay for early education and care for their children, or to settle for low-quality options with unproven benefits. It then offers recommendations for policymakers to aid them in providing ﬁnancial relief to middle-class families, stimulating our sputtering economy, ensuring the school readiness of the next generation, and building our nation’s human capital.
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Transition to Kindergarten Language: Spanish, English
Author: Pianta, Robert
Publisher: National Center for Development and Learning (2002)
Description: This policy brief outlines key issues in the transition to formal schooling, examines current practices and makes policy recommendations.
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Transition to Kindergarten - Fact Sheet Language: Spanish, English
Author: Pianta, Robert
Publisher: National Center for Early Development and Learning (2002)
Description: This fact sheet discusses needed policy changes and how U.S. schools support the transition to kindergarten.
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Using Pre-K to Advance Education Reform: Opportunities for State Advisory Councils Language: English
Author: Goffin, Stacie
Publisher: Pre-K Now Pew Center on the States (October 2011)
Description: This brief identifies specific steps councils can take to maximize their states’ investments in early education including aligning policy prior to and following Pre-K.
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