Early Childhood & School Readiness
You are in the Family and Community Involvement section of the Casey Foundation Knowledge Center, which offers resources that are either published or funded by the Casey Foundation. Resources address the importance of empowering families and communities actively engaged in schools and school systems.
See also the Our Work: Education, an overview of the Casey Foundation's investments in this issue.
See also all Education resources in the Knowledge Center.
view all Early Childhood & School Readiness publications
The First Eight Years: Giving Kids a Foundation for Lifetime Success
This KIDS COUNT policy report details how a child’s early development from birth through age 8 is essential to making an effective transition into elementary school and for long-term academic achievement. To prepare all of America’s children to succeed, this document sets forth broad policy recommendations. This policy report also features data on early childhood development for every state, the District of Columbia and the nation.
View the KIDS COUNT Data and Research Reports Series >>
Early Warning Confirmed: A Research Update on Third-Grade Reading
Updated research in this report underscores the urgency of ensuring that children develop proficient reading skills by the end of third grade, especially those living in poverty or in impoverished communities. A follow up to 2010's "Early Warning: Why Reading by the End of Third Grade Matters," this report supports the link between reading deficiencies and broader social consequences, including how living in poor households and high-poverty neighborhoods contribute to racial disparities in literacy skills in America and how low achievement in reading impacts an individual’s future earning potential.
Atlanta Civic Site: Climbing the Ladder of Reading Proficiency
This report tells how a group of parents, educators, community-based service providers, funders, and education experts created the Dunbar Learning Complex with the goal of permanently changing the path of children living in poverty. It also shares the impact of those efforts on children and their parents, two years later.
Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation
This revised study finds that students who don’t read proficiently by third grade are four times more likely to leave without a diploma than proficient readers. It is notable in breaking down for the first time the likelihood of graduation by different reading skill levels and poverty experiences. It also updates a 2011 research brief with new data on graduation rates for students living in concentrated poverty.
Investing in a Bright Future for all of Colorado's Kids
This report takes a comprehensive look at key indicators of child well-being to assess how Colorado’s 254,000 children in immigrant families are faring in areas such as economic well-being, family structure and English proficiency.