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

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)

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

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

Charlottesville City Schools’ Effort to Enhance Transition• 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

Presented by Jennifer LoCasale-Crouch, PhD

jl3d@virginia.edu