In this Issue:
Source: National Center for Rural Early Childhood Learning Initiatives - Retrieved March 17, 2006
A new report from the National Center for Rural Early Childhood Learning Initiatives describes disparities between rural and non-rural children. The report used baseline data from the Early Childhood Longitudinal Study (ECLS) birth and kindergarten cohorts (ECLS-B and ECLS-K). It suggests that rural children are 60 percent more likely to be placed in special education in kindergarten than non-rural chidlren. Only 66.3 percent of rural white children were proficient in letter recognition when they entered kindergarten compared to 76.6 percent of non-rural white children. Only 54.1 percent of black rural children were proficient in letter recognition compared to 63.7 percent of non-rural black children. Regardless of background, significantly more non-rural children were proficient in identifying the beginning sounds of words than rural children. Additionally, rural children were more likely to attend Head Start before kindergarten.
The report is entitled Rural Disparities in Baseline Data of the Early Childhood Longitudinal Study: A Chartbook (Rural Early Childhood Report No. 3) and can be accessed online by following the following links:
Source: CLASP - March 16, 2006
In 2004, CLASP surveyed states with mixed-delivery pre-kindergarten programs to understand the policy choices, opportunities, and challenges of including community-based child care providers in their pre-k programs. A new Web page on their site offers detailed descriptions of each of the 28 states' responses to the survey. It is available at http://www.clasp.org/publications/stateprofiles.htm
Source: NIEER - Retrieved March 17, 2006
A new working paper from the National Institute of Early Education Research (NIEER) describes the results of a randomized trial of the effects of dual language or two-way immersion and monolingual English immersion preschool programs on children's learning. Comparisons between the programs were made on measures of children's growth in language, emergent literacy, and mathematics. Available online at http://nieer.org/resources/research/TwoWay.pdf.