Profiles of School Readiness among Rural Appalachian Children from Low-income Homes

Executive Summary There is growing evidence that children who enter kindergarten ready for its academic, socio-emotional, and physical demands are more likely to achieve future academic success (Duncan et al., 2007; Hair et al., 2006). In contrast, children who enter kindergarten behind their peers in these areas are at risk for academic underachievement (Cabell, Justice, Logan, & Konold, 2013), and future unemployment (Rouse, Brooks-Gunn, & McLanahan, 2005). Consequently, there have been federal initiatives, such as Race to the Top-Early Learning Challenge, aimed at gathering information regarding children’s kindergarten entry skills, raising the quality of early learning and development programs, and improving access to quality early child care programs for at-risk children.