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首页> 美国政府科技报告 >In the Running for Successful Outcomes: Project Overview.
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In the Running for Successful Outcomes: Project Overview.

机译：在追求成功的结果：项目概述。

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Children's school readiness has long been of interest to policymakers, educators and early childhood practitioners. Children from disadvantaged backgrounds (e.g., low-income and/or single parent households) enter school behind their more affluent peers on a range of academic and social outcomes (Brooks-Gunn & Duncan, 1997; Lee & Burkham, 2002; Reardon, 2011). This gap in school readiness emerges early, is evident even before kindergarten (Fryer & Levitt, 2004; Halle et al., 2009), and is predictive of academic trajectories through later schooling (Entwisle & Alexander, 1999). Concerns about these disparities in skills have focused state and federal efforts on initiatives to improve young children's school readiness, such as through early care and education programs including Head Start, child care and public pre-kindergarten. These initiatives have also led to a proliferation of state early learning guidelines and kindergarten readiness assessments aimed at articulating and evaluating the set of skills and competencies young children need to prepare them for the increased challenges and demands of kindergarten and to succeed in later schooling (Scott-Little, Lesko, Martella, & Milburn, 2007; Stedron & Berger, 2010). Yet, the evidence base available to identify what these guidelines and standards should look like is quite thin. Despite theoretical reasons to believe that early skills are the foundation for later success, few studies have offered more than a piecemeal view of the relationship between specific school readiness skills and later academic, social and emotional outcomes. Research has not clearly articulated what children should know and be able to do by the time they reach kindergarten in order to participate in and benefit from learning in kindergarten and subsequent grades.

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