Examines three concepts of school readiness and national survey data on parent and teacher ideas about what constitutes readiness for individual children. The authors then examine some of the indicators and benchmarks that have been proposed to measure progress toward the readiness goal as proposed in Readiness 2000. (GR)

Describes two-generation programs and how they differ from earlier single-focus approaches to serve children and families. Results from six programs are reviewed and indicate mixed and modest success in promoting the development of children and improving the parenting skills and economic self-sufficiency of parents. Recommendations are presented…

Reviews international research that documents how participation in early childhood programs influenced children's later development and success in school. The research shows participation in preschool promotes cognitive development and school success; program type matters little. Further, maternal employment and reliance on child care do not harm…

Reviews studies that defined and measured the effects of quality in early child care and education, and analyzes successful programs to determine common traits. Common characteristics include small class sizes; teacher support for greater teaching effectiveness; long-lasting intervention; ongoing, child-focused communication between home and…

Reviews post 1980 research on inclusion and the effectiveness of special education in general and argues that there is no compelling evidence showing that placement, rather than instruction, is the critical factor in student academic or social success. Research reveals a clear need for special education programs and does not support full-time…

Draws on quotes and ethnographic material from many studies to illustrate some of the parenting strategies that help inner-city African American youth overcome risks and achieve success. Groups strategies that are: (1) youth-monitoring; (2) resource-seeking; and (3) in-home learning. (SLD)

Juxtaposes research on school-age programs with studies of self-care and out-of-school activities, discussing what each type of after-care arrangement involves and how prevalent it is. Reviews research on how the arrangements contribute to children's development and examines program features especially related to outcomes for children. (SLD)