Introducing the Issue
In lieu of an abstract, here is a brief excerpt of the content:

Cecilia Rouse

Cecilia Rouse is Director of the Education Research Section and Professor of Economics and Public Affairs at Princeton University.

Jeanne Brooks-Gunn

Jeanne Brooks-Gunn is Virginia and Leonard Marx Professor of Child Development and Education at Teachers College and the College of Physicians and Surgeons, Columbia University.

Sara McLanahan

Sara McLanahan is Director of the Center for Research on Child Wellbeing and Professor of Sociology and Public Affairs at Princeton University.

Endnotes

1. Wendy S. Grigg and others, The Nation’s Report Card: Reading 2002, NCES 2003-521 (U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, 2003).

2. Christopher Jencks and Meredith Phillips, "The Black-White Test Score Gap: An Introduction," in The Black-White Test Score Gap, edited by Jencks and Phillips (Brookings, 1998), pp. 3–4.

3. Meredith Phillips, James Crouse, and John Ralph, "Does the Black-White Test Score Gap Widen after Children Enter School?" in The Black-White Test Score Gap, edited by Jencks and Phillips (Brookings, 1998).

4. James J. Heckman and Alan B. Krueger, Inequality in America (MIT Press, 2004).

5. Nazli Baydar, Jeanne Brooks-Gunn, and Frank F. Furstenberg, "Early Warning Signs of Functional Illiteracy: Predictors in Childhood and Adolescence," Child Development 64 (1993): 815–29; Jeanne Brooks-Gunn, "Do You Believe in Magic? What Can We Expect from Early Childhood Intervention Programs?" Social Policy Report of the Society for Research in Child Development 17, no. 1 (2003) (http://www.srcd.org/spr17-1.pdf).

6. National Education Goals Panel, Special Early Childhood Report (Government Printing Office, 1997).

7. Sheila Heaviside and Elizabeth Farris, Public School Kindergarten Teachers’ Views of Children’s Readiness for School, NCES 1993-410 (Department of Education, National Center for Education Statistics, 1993).

8. C. Cybele Raver, "Emotions Matter: Making the Case for the Role of Young Children’s Emotional Development for Early School Readiness," Social Policy Report of the Society for Research in Child Development 16, no. 3 (2002) (http://www.srcd.org/spr16-3.pdf); Lisa McCabe and others, "Games Children Play: Observing Young Children’s Self-Regulation across Laboratory, Home and School Settings," in Handbook of Infant and Toddler Mental Health Assessment, edited by Rebecca DelCarmen-Wiggins and Alice Carter (Oxford University Press, 2004), pp. 491–521.

9. B. R. Hamre and Robert C. Pianta, "Early Teacher-Child Relationships and the Trajectory of Children’s School Outcomes through Eighth Grade," Child Development 72 (2001): 625–88.

10. Sara E. Rimm-Kaufman, Robert C. Pianta, and Martha J. Cox, "Teachers’ Judgments of Problems in the Transition to Kindergarten," Early Childhood Research Quarterly 15 (2000): 147–66.

11. Roland G. Fryer and Steven D. Levitt, "Understanding the Black-White Test Score Gap in the First Two Years of School," Review of Economics and Statistics 86, no. 2 (May 2004): 447–64. [End Page 14]

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