Improving Systems, Practices and Outcomes

School Readiness

Most recent additions to this page:

  • Unlocking Young Children's Potential: Governors' Role in Strengthening Early Mathematics Learning (October 2014) - This report from the National Governors Association (NGA) outlines actions that governors can take to advance early mathematics education and promote high-quality mathematics instruction for young children. According to the report, a child's math ability at school-entry is a better predictor of academic achievement, high school graduation, and college attendance than any other early childhood skill.

Evidence-Based Practices and School Readiness

This section of the ECTA Center's Evidence-Based Practice page provides information on evidence-based practices in areas specific to School Readiness.

State-by-State and National Data and Policies on School Readiness

This section of the ECTA Center's Early Childhood Data page provides resources with state-by-state and national data, policies, and initiatives related to School Readiness.

Additional Resources:

See also, our Web pages on Early Literacy and Early Care and Development: National/Federal Initiatives and State Policies

Early Childhood Technical Assistance Center

  • CB 8040
  • Chapel Hill, NC 27599-8040
  • phone: 919.962.2001
  • fax: 919.966.7463
  • email: ectacenter@unc.edu

The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P120002 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

  • FPG Child Development Institute
  • IDEAs that Work