In recent years, several states have expanded a new publicly funded learning option: Transitional Kindergarten (TK). TK bridges prekindergarten and kindergarten in its eligibility, requirements, and design. Using Michigan as a case study, we examine TK's fit in the early learning landscape. Broadly, we find TK in Michigan reduces some…

In recent years, several states have expanded a new publicly funded learning option: Transitional Kindergarten (TK). TK bridges prekindergarten and kindergarten in its eligibility, requirements, and design. Using Michigan as a case study, we examine TK's fit in the early learning landscape. Broadly, we find TK in Michigan reduces some…

This Research-to-Policy Resource List provides resources in the "Research Connections" library on statewide KEAs [Kindergarten entry assessments]. It does not address local KEA efforts or broader issues related to child assessment more generally. The first section presents publications that discuss issues surrounding the development and…

"The Oxford Handbook of Deaf Studies in Literacy" brings together state-of-the-art research on literacy learning among deaf and hard of hearing learners (DHH). With contributions from experts in the field, this volume covers topics such as the importance of language and cognition, phonological or orthographic awareness, morphosyntactic…

Early childhood education in Kenya serves the critical purpose of preparing young children for primary education. Notwithstanding the associated benefits for society as a whole, the government of Kenya is involved minimally. Indeed, parents are responsible for planning, developing and managing different early childhood programs. Consequently,…

High-quality preschool programs are essential to improving children's outcomes in reading achievement and leveling language and literacy disparities among students from diverse backgrounds. Grounded in state-of-the-art research evidence, this practice-oriented book demonstrates how preschool professionals can create, evaluate, and sustain…

This article recounts the experiences of a pioneer of the Head Start program, a program developed to provide disadvantaged young children with school readiness skills. Influences in the early development of the program are discussed, along with program challenges. The need for standardized performance measures and program evaluation is urged. (CR)

A survey of 3,600 teachers by the National Center for Early Development and Learning (Pianta et al., 1999; NCEDL, 1999) found that teachers were concerned about children's transitions to school. Teachers reported that almost half (48 percent) of children entering kindergarten had moderate or serious problems adjusting to the new experience. These…

This training is designed to help learners improve their transition processes through more effective planning, implementation, and evaluation. By the end of training, participants should be able to: (1) form a comprehensive transition team; (2) initiate a needs assessment process; and (3) explain how to conduct a focus group; (4) initiate a…

This final report describes the activities and accomplishments of a federally funded project designed to develop a community-wide interagency service delivery model for facilitating the successful transition of handicapped children from preschool programs to the least restrictive environment in the public schools. The model addresses four major…

This set of forms is part of Project STEPS (Sequenced Transition to Education in the Public Schools). They are intended to assist communities develop and use a formalized process for assessing the current status of transition within their community and for interagency planning related to the development of a community-wide transition team. The…

A workshop designed to present teachers and administrators with information on assessment issues and instruments related to developmentally appropriate practices in early childhood classrooms is presented in this guide for trainers. The workshop is process-oriented, meaning that participants will be engaged in activities that require them to…

This monograph describes the development, implementation, and outcomes of the full-day, literacy-focused Bright Beginnings program for disadvantaged preschoolers in the Charlotte-Mecklenburg Schools (CMS) in North Carolina. Key components of Bright Beginnings are a child-centered curriculum with strong language development and literacy emphasis,…

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…

In 1986 the National Governors' Association defined the following areas of educational policy targeted for improvement: (1) leadership and management; (2) teaching; (3) parent involvement and choice; (4) readiness; (5) technology; (6) school facilities; and (7) college quality. In addition to profiling new state initiatives in each of these seven…