The Case for Kindergarten Readiness
Kindergarten Readiness Playbook: Chapter 3
Overview
A strong start sets children up for future success. Kindergarten readiness is linked to later outcomes, like third-grade reading, high school graduation, college attendance and earnings. Communities can improve early outcomes through high-quality early learning, engaged caregivers, access to health care, and safe, inclusive schools.
The years between birth and kindergarten are a critical time for a child’s development. An abundance of research and evidence supports the importance of early learning experiences and positive, healthy relationships with caregivers. However, significant racial, ethnic and socioeconomic disparities begin early in children’s lives that contribute to vastly different long-term outcomes as adults (Cradle to Kindergarten; Chaudry et al. 2017). Gaps in early learning are prevalent among children experiencing poverty due to limited access to quality early learning programs (StriveTogether Cradle-to-Career Outcomes Data Guides: Kindergarten Readiness).
For these reasons, kindergarten readiness efforts are a worthy endeavor that should be led by local communities. This necessitates empowering community members with knowledge about how kindergarten readiness is linked to future success, what high-quality child care and education looks like, and how kindergarten readiness starts with quality prenatal care and early childhood development, particularly between the ages of 0-3. The takeaways from leading research, below, offer methods to discuss why kindergarten readiness matters with different community leaders, from parents to policymakers.
Kindergarten readiness paves the way for life success.
Ensuring that all students receive the best education from the very beginning sets them up for success throughout their lives. Kindergarten readiness is closely linked to future academic achievement and life outcomes.
Strong early childhood strategies that focus on family health and stability, as well as preparing children academically, socially and emotionally from ages 0-5, contribute to young learners being ready for kindergarten (Cradle-to-Career Outcomes: Achievement and Economic Impact). Supporting this, economist Dr. Raj Chetty and his colleagues found that key later-in-life outcomes — such as college attendance rates, the quality of colleges attended, home ownership and 401(k) savings — are strongly correlated with kindergarten test scores (Chetty et. al, March 2011, “How does your Kindergarten Classroom affect your Earnings?” HKS).
Kindergarten readiness unlocks academic achievement.
Early learning is key to long-term achievement. Children who enter kindergarten ready to learn are more likely to achieve positive academic outcomes through elementary and middle school, avoid risky behaviors in adolescence, graduate from high school and pursue postsecondary education (Economic Mobility Catalog – Results for America). For example, kindergartners who perform better on math, reading and attention skills are more likely to demonstrate higher achievement in third grade (Duncan et al. 2007) because kindergarten literacy skills are strong predictors of third grade reading. Educational disparities emerge early on, making early childhood a key point in addressing disparities (ASU). Families experiencing poverty have less access to early learning programs than families not experiencing poverty (Chaudry et al. 2017).
Kindergarten readiness starts before birth.
Children born at a low birth weight are at higher risk for long-term illness or disability and are more likely to be enrolled in special education classes or to repeat a grade. Teens, women who smoke, Black women and women with inadequate prenatal care are more likely than other women to have an infant who is born at a low birth weight (Rhode Island Kids Count). Access to early and comprehensive prenatal and neonatal care increases the likelihood that a child will be born healthy and will stay healthy (Rhode Island Kids Count). High-quality early child care and education is also crucial for positive development and serves as a foundation for later academic performance. The first eight years are critical for brain development and future success (CDC 2022). For more resources on brain development, see Harvard’s Center for the Developing Child: Brain Architecture.
Kindergarten readiness benefits individuals, families and communities.
A kindergarten class of twenty students that is one standard deviation higher in quality (per end of kindergarten test scores) generates, on average, over three-quarters of a million dollars more over their lifetimes (in 2011 value earnings) (Chetty et. al, March 2011, “How does your Kindergarten Classroom affect your Earnings?” HKS). Investing in early childhood education creates upward mobility by providing all children with a solid foundation for long-term success in life. These benefits do not end with one child but extend to their entire families and communities in the years to come (First Five Years Fund, Lifelong Gains). High-quality preschool participation can increase quality time that children experiencing poverty spend with caregivers — such as time spent reading, playing and talking (StriveTogether Outcomes Data Guide). Lastly, cost benefit analysis research shows providing high-quality early learning opportunities can impact the social and economic trajectory of children, leading to a large financial return to society (Dalziel et al.2015; Sylvia & Wiltshire 2007).
What is kindergarten readiness?
There are five domains of kindergarten readiness:
Several key studies and resources that provide valuable insights into kindergarten readiness include Kagan (1995), Early Childhood Learning and Knowledge Center (2021) and the Center on the Developing Child. Collectively, these sources have significantly informed the understanding of the five elements of kindergarten readiness. While there is a general federal definition of kindergarten readiness, there is no standardized assessment applied nationwide. Approaches to assessing readiness vary by state, and, in some cases, by individual districts and schools.
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