State Policies on Readiness Surveyed. NCEDL Spotlights, No. 26.

Institution	National Center for Early Development & Learning, Chapel Hill, NC.
Titel	State Policies on Readiness Surveyed. NCEDL Spotlights, No. 26.
Quelle	(2000), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Definitions; Early Childhood Education; Educational Environment; Educational Policy; Learning Readiness; National Surveys; Placement; Preschool Tests; Public Policy; School Districts; School Readiness; Young Children + Suchen Sie Ihr Suchwort? Begriffsbestimmung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik; Lernbereitschaft; Betriebspraktikum; Praktikum; Öffentliche Ordnung; School district; Schulbezirk; Readiness for school; School ability; Schulreife; Frühe Kindheit
Abstract	This issue of the NCEDL Spotlight Series newsletter presents findings of a nationwide survey of state policies and definitions related to school readiness. Findings indicated that efforts to minimize the misuse of readiness assessment tools may have had some impact at the state level, with respondents showing an increased awareness of recommended early childhood assessment practices. Age was the criterion used most to determine eligibility for kindergarten. No state reported having an official statewide definition of school readiness, although five states had frameworks or benchmarks to describe readiness. Six states reported that states should emphasize schools being ready for children. Thirteen states conduct statewide screening at kindergarten entry. Twenty-six states do not mandate readiness assessments, but local districts may choose to assess children prior to or at kindergarten entry. Twelve states use assessment data for instructional purposes, with 7 using data to identify high-need schools. Most states lack statewide readiness assessments for children with special needs. Many states are developing readiness assessment systems to profile the condition of children at school entry or to design classroom activities. The newsletter notes that two fundamental issues have been largely unaddressed by states: (1) the importance of schools being ready for children; and (2) the role of the local district. The newsletter concludes with implications of the study for research and for policymakers. (KB)
Anmerkungen	Frank Porter Graham Child Development Center, University of North Carolina-Chapel Hill, CB #8185, Chapel Hill, NC 27599-8185; Tel: 919-966-0867; Web site: http://www.ncedl.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC