A paradox concerning age exists in early childhood education (ECE) across many countries today, evident in the literature, curriculum, policy, funding, and provision. This paradox comprises two distinct approaches that call for either a specialised developmental approach to discrete age groups or a generic attitude concerning childhoods with no…

This study documented current early childhood assessment policies and practices, focusing on changes since the 1988 nationwide survey and on changes occurring in response to Goal 1 of the National Education Goals, performance assessments, and integrated services for young children. Data were collected through telephone surveys and in-depth…

Increasing numbers of parents, educators, and legislators have questioned whether half-day kindergarten schedules are adequate to prepare children for the first grade, particularly since full-day kindergartens are being offered in some public and nonpublic schools. This report, one of several background papers for a comprehensive policy study of…

Examines three concepts of school readiness and national survey data on parent and teacher ideas about what constitutes readiness for individual children. The authors then examine some of the indicators and benchmarks that have been proposed to measure progress toward the readiness goal as proposed in Readiness 2000. (GR)

Questions have been raised about whether parents with limited English proficiency are having difficulty accessing child care and early education programs for their children. Research suggests that quality early care experiences can greatly improve the school readiness of young children. GAO was asked to provide information on: (1) the…

This report summarizes the literature published on the use of the General Educational Development (GED) Tests to measure readiness for postsecondary education. It identifies 73 studies on GED holders' success in postsecondary education, recent national surveys of GED holders and examinees, and surveys of postsecondary institutions. Chapters I and…

The transition of young children with autism from preschool to kindergarten is an important event both for sustaining gains made during preschool and for establishing future social and academic development. This article provides a summary of 25 transition elements identified from the research literature as important for a successful transition.…

Research shows that many primary grade students need extra-year options and benefit from them as they start their schooling. This book provides information about school readiness and transition programs in the United States, documenting the need for and success of such programs as a countermeasure to grade retention, as well as the negative…

Preparing America's children to start school ready to learn will depend in large part on the availability, quality, and affordability of early education and care. Research conducted since the 1970s indicates that, despite increases, the supply of formal early education and care programs is not adequate to meet the needs of all families. Many…