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ERIC Number: ED580854
Record Type: Non-Journal
Publication Date: 2017-Sep
Pages: 21
Abstractor: As Provided
Kindergarten Readiness in Wisconsin. WCER Working Paper No. 2017-3
Grodsky, Eric; Yiyue, Huangfu,; Miesner, H. Rose; Packard, Chiara
Wisconsin Center for Education Research
Wisconsin's gaps between Black and White student high school graduation rates (Richards, 2016) and Black and White fourth-grade math and reading scores (U.S. Department of Education, 2015) are the largest in the nation. These inequalities have led to criticisms of Wisconsin's schools and teachers as ineffective in bolstering the success of students of color and those who are economically disadvantaged. However, serious attention to disparities in school readiness has largely been absent from these conversations. The authors know that nationally, students of color and children who are poor enter Kindergarten substantially behind their peers (Reardon & Portilla, 2016) and that disparity can account for much, if not most, of the achievement gap seen later in primary and secondary school (Bradbury, Corak, Waldfogel, & Washbrook, 2015). This report describes differences in school readiness as reflected by literacy skills at Kindergarten entry among children in Wisconsin. The authors document inequalities in literacy skills by race/ethnicity, family income and place. Results show that teachers and schools in Wisconsin face a daunting challenge in producing equitable educational outcomes for children.
Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER)
Identifiers - Location: Wisconsin
IES Funded: Yes
Grant or Contract Numbers: R372A150031