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Disparities in our country

Disparities in our country. 83 % of all low-income children fail to read on grade level at 3rd grade 74 % will not catch up in later grades Predicts: High school performance Graduation C ollege attendance Gap present before school starts Low -income 4-5-yr-old children

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Disparities in our country

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  1. Disparities in our country 83% of all low-income children fail to read on grade level at 3rd grade • 74% will not catch up in later grades • Predicts: • High school performance • Graduation • College attendance Gap present before school starts • Low-income 4-5-yr-old children • 12-14 months below national norms in language development High quality preschool and early intervention can close this gap

  2. Why do we care so much about the transition to kindergarten? • How quickly children adaptively adjust across settings • Maintaining the positive effects of pre-k • Kindergarten teacher-child relationships predict: • Academic and behavior outcomes through eighth grade, particularly for children with behavior problems in kindergarten (Hamre & Pianta, 2001) • Kindergarten family involvement is associated with: • More cooperative, self-controlled, socially engaged children (McWayne et al, 2004) • Lower rates of high school dropout, increased on-time high school completion, and highest grade completed (Barnard, 2004) • Higher school competency, higher achievement in language and math, and higher ratings on peer interactions (Rimm-Kaufman et al., 2003)

  3. Misalignments and Shifts in the Transition to Kindergarten • Changes in academic demands / curricula • Less family connection with school • Complexity of social environment (peers and adults) • Less time with teacher(s) • Adjustment sets the course for things to come

  4. Children, Families and Schools Benefit from Connections • Children more socially ready (LoCasale-Crouch et al, 2008) • Helps them participate more academically (Schulting, Malone & Dodge, 2005) • Families more connected to school (Schulting, Malone & Dodge, 2005) • Improved long-term student outcomes • Teachers more prepared to support children/families • Better relationships that lead to enhanced child outcomes • Financially smart: Low investment, high yield

  5. Charlottesville City Schools’ Effort to Enhance Transition Presented by Jennifer LoCasale-Crouch, PhD jl3d@virginia.edu • Best practice is to engage in transition practices before kindergarten starts, but this is not the national norm • Each city elementary school is currently working on an individualized plan that works for their community, including summer activities • Supporting the commitment and providing the time is essential for this effort to matter • Investing in the future of our children is worth it

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