We used the Early Childhood Longitudinal Study--Kindergarten Cohort (ECLS-K) data to examine how important mathematics readiness levels are to subsequent achievement growth and the efficacy of instruction and engagement in producing such growth. The ECLS-K selected a nationally representative sample of kindergartners in fall 1998 and is following…

Author considers the three kinds of children at risk who can be identified in their early school years. (CB)

The early entrants had higher mean achievement scores at the end of grade 2; study suggests early education is valuable in development. Data is tabulated. (SP)

The widely recognized developmental age differences between boys and girls of the same chronological age is almost universally ignored in educational planning for children in their early school years. (Author)

Author says graded classrooms and graded textbooks based on them are the key stumbling blocks to progress in our whole educational system. (Author/JB)

Comments on three areas of general concern in the whole language movement: developmental theoretical underpinnings; "do's and dont's" of whole language instruction; and the future implementation of whole language teaching and learning. (BB)

Analyzed kindergarten report cards from Ohio public schools. Results indicated that there was an emphasis on academic skills and that kindergartners were expected to master skills in work habits and reading and math readiness. A behaviorist perspective was favored. (PCB)