Although a plethora of research focuses on economically
at-risk preschool children in general across the
United States, little can be found that investigatesmethods for
improving rural children’s academic outcomes. This review
of research is intended to provide a contextual understanding
of the background and current conditions that exist for rural
preschool children and their families in America, and to recommend
strategies for improving adverse cognition and
learning conditions, including a lack of early literacy skills,
and low high school completion rates that frequently are
found in this population, utilizing the Common Core State
Standards (CCSS) as a framework. Attention will be given to
demographics, academic performance and scientificallybased
practices proven to impact both teaching and learning
for rural preschool children, particularly those from minority
households, incorporating the newly developed CCSS. A
comparison will be made between rural white and African
American children’s learning and cognition, highlighting
significant disparities for African American students, despite
the fact that theymake up less than 10 %of all rural preschool
children. For the scope of this study, rural communities will be
defined as those with varying qualities situated outside of
metropolitan areas. Results from this study reveal the conditions
for rural preschool children, especially those from
African American families with low-income levels. Findings
indicate that providing training for teachers, administrators
and families linked to rural schools; and infusing CCSS into
the rural preschool curricula significantly improves school
readiness, and decreases dropout rates.

J65	370.7 LOR a	Perpustakaan FITK Pusat	Tersedia
J66	370.7 LOR a	Perpustakaan FITK Pusat	Tersedia

• A Review of the Research: Common Core State Standards for Improving Rural Children’s School Readiness

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