|Institution:||University of Akron|
|Department:||Urban Studies and Public Affairs|
|Keywords:||ready schools; school readiness; Ohio elementary schools; High/Scope; Ready School Assessment; effective schools; educational equity; Educate America Act; No Child Left Behind Act; web surveys; Internet surveys|
|Full text PDF:||http://rave.ohiolink.edu/etdc/view?acc_num=akron1177341024|
Goals of social equality, eradication of poverty, and national security have peppered U.S. educational history. In response curricula, policies, and processes are constantly evolving to meet perceived needs. Nowadays “academic achievement” and “accountability” are of greatest interest to stakeholders. While students are tested for proficiency in a myriad of subjects and schools are held responsible for the outcomes, we are just beginning to understand the conditions that must exist within a school to ensure students are able to learn—what it takes for schools to be “ready.” This study extends what has been recently learned about schools’ readiness for children, as defined by the National Education Goals Panel and measured by an abridged version of the High/Scope Ready School Assessment (2005). It examines the relationship of social context to schools’ readiness for children. Social context data is drawn from the Ohio Department of Education and the U.S. Census databases. Multiple linear regression analysis is employed to assess the effect the independent variables have on school readiness.