School Readiness Report Card

Autor/inn/en	Chase, Richard; Egbert, Andi; Valorose, Jennifer
Institution	Wilder Research
Titel	School Readiness Report Card
Quelle	(2011), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Report Cards; Human Services; School Readiness; Disadvantaged Youth; Young Children; Kindergarten; Grade 3; Costs; Educational Finance; State Departments of Education; State Legislation; Specialists; Feedback (Response); Benchmarking; Reading Skills; Early Childhood Education; Advisory Committees; State Programs; Minnesota + Suchen Sie Ihr Suchwort? Berichtszeugnis; Humanitäre Hilfe; Readiness for school; School ability; Schulreife; Benachteiligter Jugendlicher; Frühe Kindheit; School year 03; 3. Schuljahr; Schuljahr 03; Cost; Kosten; Bildungsfonds; Kultusministerium; Landesrecht; Reading skill; Lesefertigkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Beratungsstelle; Regierungsprogramm
Abstract	The Early Childhood Advisory Council (ECAC) in Minnesota makes recommendations to the Governor and Legislature, and is responsible for fulfilling the duties required by federal and state statutes. The Council was created in 2008 by the Governor's Executive Order 08-14. The ECAC consists of 18 members, including the State Director of the Head Start Collaboration, and one representative each from the Minnesota Departments of Education, Health and Human Services. The governor, the Minnesota House of Representatives and the Minnesota Senate each appoint members. At least two appointees are public members who are parents of a child under the age of six. The 2010 Minnesota Legislature directed Minnesota's Early Childhood Advisory Council to make recommendations on the creation and implementation of a statewide School Readiness Report Card. The purpose of the report card is to monitor the state's progress toward the goal of having all children ready for kindergarten by the year 2020. The report card is to include both child outcomes and indicators of systems and services. The legislation stated that "costs incurred by the council in making these recommendations must be paid from private funds." Private funds from the School Readiness Funders Coalition covered the costs, and Wilder Research was retained as the contractor to work with the Minnesota Departments of Education and Human Services, and the ECAC on developing the report card. This report documents the process Wilder Research used on behalf of ECAC to develop the report card indicators, including reviewing literature, working with ECAC committees, gathering feedback and comments from national experts and the public, and obtaining approval from the ECAC. It describes the indicators recommended to constitute the School Readiness Report Card, and the data sources and data collection timelines for each. Finally, the report presents recommendations on benchmarking. Appendices include: (1) Legislation; (2) Other Indicators Considered; (3) 3rd Grade Reading Proficiency by Kindergarten Proficiency; and (4) 10 Essential Elements of Effective Early Care and Education Programs. (Contains 5 footnotes.) [This paper was prepared for the Early Childhood Advisory Council under a contract with the Minnesota Department of Education with funding from the School Readiness Funders Coalition.] (ERIC).
Anmerkungen	Wilder Research. Available from: Amherst H. Wilder Foundation. 451 Lexington Parkway North, Saint Paul, MN 55104. Tel: 651-280-2700; Fax: 651-280-3700; e-mail: research@wilder.org; Web site: http://www.wilder.org/research.0.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10