For Educators
Program Impact
School Readiness Research and READY! Program Research
The Children's Reading Foundation worked with Washington State University to design a comprehensive evaluation of READY! for Kindergarten. Data gathered over five years in Kennewick, WA suggests READY! has a significantly positive effect on student outcomes, teacher and parent perceptions and cost savings. In a nutshell, this program works.
HERE IS WHAT THE KENNEWICK DATA SUGGESTS:
Student Outcomes
READY! for Kindergarten has increased the percentage of kindergarteners entering school with age-appropriate language and literacy skills. Equally important, the program has decreased the number of at-risk children entering kindergarten two-three years behind.
Teacher and Parent Perceptions
Increased collaboration between school and home are a natural benefit for school districts who provide READY! for Kindergarten. When a parent has been conscientiously involved preparing a child for kindergarten, that parent is more likely to be supportive throughout the educational process.
Most teachers agree that READY! could be an important addition to their school district's strategies for increasing students' skills. It isn't about making the teacher's job easier. It's about developing a brain that functions optimally in school. Most of that brain development happens before the age of five—most teachers agree that any effort to reach out and encourage parents in their role as their child's first teacher should be applauded. As one educator has told us: “Teachers have wanted a program like this for a long time to assist parents in their role in the learning process.”
READY! for Kindergarten has the power to change the culture of the community. Pre- and post-session surveys of participating parents are overwhelmingly positive. Comments made by random samples of participants at summer focus groups suggest that READY! has not only increased parents' knowledge, but also changed their perception of parenting and how members of their family relate to one another.
Cost Savings
Remediation is costly. READY! for Kindergarten can cut these costs significantly by reducing the number of children who start and stay behind grade level in school. In terms of cost-benefit analysis, the key questions are: 1) How many children need remediation to read at grade level by the end of third grade? 2) What savings can be realized by investing in early intervention such as READY! for Kindergarten as opposed to later remediation?
