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A Review of School Readiness Practices in the States: Early Learning Guidelines and Assessments

Every year, more than three million children enroll in a public kindergarten program. A momentous time in their young lives, each child enters with different strengths, weaknesses, skills and needs. Some differences are to be expected as normal variations in development, but unfortunately, socioeconomic factors appear to contribute significantly to a school readiness divide. For example, research has shown a significant achievement gap already exists between low-income children and their more affluent peers at kindergarten entry. Researchers have identified gaps in a number of critical areas, including cognitive development, social-emotional development, and health status. One study found that the average cognitive scores of our nation’s most affluent children are 60 percent higher than those of our poorest children before they enter kindergarten. Furthermore, low-income children are more likely to attend lower-quality schools, making it unlikely that these gaps can be closed later through schooling alone. In order to improve long-term academic outcomes, increased attention is being given to supporting and assessing school readiness and identifying successful, evidence-based programs in early childhood that can ensure a more even start at school entry.