The Annie E. Casey Foundation: Helping vulnerable kids & families succeed

Publications & Research

Home > Publications & Research > Education > Early Childhood & School Readiness
share post tweet Email Print

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.

Featured Publications

Publication thumbnail for Linking Home-Based Child Care and State-Funded Preschool: The Community Connections Preschool Program

Linking Home-Based Child Care and State-Funded Preschool: The Community Connections Preschool Program

2011

This report describes an evaluation of the Community Connections preschool program model, which incorporates classroom-based and home provider-based elements.

more >>

 
Publication thumbnail for Racial Gaps in Early Childhood: Socio-emotional Health, Developmental, and Educational Outcomes Among African-American Boys

Racial Gaps in Early Childhood: Socio-emotional Health, Developmental, and Educational Outcomes Among African-American Boys

2011

This study examines racial gaps in cognitive and socio-emotional development among boys in early childhood and identifies factors that contribute to early resilience among African-American boys.

more >>

 
Publication thumbnail for Race for Results: Building a Path to Opportunity for All Children

Race for Results: Building a Path to Opportunity for All Children

2014

In this policy report, the Annie E. Casey Foundation explores the intersection of kids, race and opportunity. The report features the new Race for Results index, which compares how children are progressing on key milestones across racial and ethnic groups at the national and state level. The index is based on 12 indicators that measure a child’s success in each stage of life, from birth to adulthood, in the areas of early childhood; education and early work; family supports; and neighborhood context. The report also makes four policy recommendations to help ensure that all children and their families achieve their full potential.

more >>

View the KIDS COUNT Data and Research Reports Series >>

 
Publication thumbnail for Early Reading Proficiency in the United States

Early Reading Proficiency in the United States

2014

Children who are proficient readers by the end of third grade are more likely to graduate from high school and to be economically successful in adulthood. This KIDS COUNT data snapshot finds 80 percent of fourth-graders from low-income families and 66 percent of all fourth-graders are not reading at grade level. While improvements have been made in the past decade, reading proficiency levels remain low. Given the critical nature of reading to children’s individual achievement and the nation’s future economic success, the Casey Foundation offers recommendations for communities and policymakers to support early reading. Early reading proficiency rates for the nation and each state are provided.

more >>

View the KIDS COUNT Data and Research Reports Series >>

 
Publication thumbnail for The First Eight Years: Giving Kids a Foundation for Lifetime Success

The First Eight Years: Giving Kids a Foundation for Lifetime Success

2013

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.

more >>

View the KIDS COUNT Data and Research Reports Series >>

 
Publication thumbnail for Early Warning Confirmed: A Research Update on Third-Grade Reading

Early Warning Confirmed: A Research Update on Third-Grade Reading

2013

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.

more >>

 
Publication thumbnail for Atlanta Civic Site: Climbing the Ladder of Reading Proficiency

Atlanta Civic Site: Climbing the Ladder of Reading Proficiency

2012

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.

more >>

 
view all Early Childhood & School Readiness publications