Best Practices & Results

The Path to Strong Communities Begins in Early Childhood
by Naja Williamson

What do we know about the link between early childhood and economic development?

• Ample research links the future prosperity of communities to strong families and positive early childhood experiences.
• Children do better in school when they have strong families and communities behind them.
• Strong communities have a thriving economy with a variety of industry and job opportunities, affordable housing, safe neighborhoods, good health care and quality schools.
• Communities can only be strong if families prosper.

Tracking indicators of well-being is critical for measuring child health, school readiness, school success, economically stable families, and strong communities. Georgia tracks more than 50 indicators of well-being in these areas. Regular tracking indicators enables policymakers and community leaders to identify areas most in need of help, measure the results of investments, and monitor trends over time. These indicators, when used to inform decision-making at the state and local levels, are important tools for public policy change and for making a difference in the lives of young children.

The 2006 Georgia KIDS COUNT Data Book summarizes the status of well-being of Georgia's children, families, and communities. Georgia's children, starting at birth, do not fare well. More than one in four infants were born without a healthy start in 2004. Georgia is among the 10 worst states in the nation for low-birthweight babies. More than one in five children in Georgia are born to mothers with less than 12 years of education, while the educational status of mothers is a key factor in shaping healthy outcomes for children. Racial and ethnic disparities are evident in school readiness and school success indicators. More children in Georgia today live in poverty; almost one-third young Georgians lived in families with incomes at or below 150 percent of the federal poverty level.

But, Georgia is not alone in looking at young children beginning at birth and continuing through early school years. A 17-state initiative participated in tracking a comprehensive set of measures for young children from birth through age 8 in an effort to change policy and improve outcomes for young children.

Only when we use these indicators as a guide for policy action and public awareness, can we ultimately ensure that young children have what they need to arrive at school ready to learn and succeed. To learn more about National School Readiness Indicators Initiative, read the latest The Child Indicator, or visit the Getting Ready Web site.