Dr. Ryan Belew, a Research and Evaluation Coordinator for the Early Childhood Innovation Center (ECIC) at the Institute for Human Development, recently published a policy brief that highlights the critical factors that shape whether children ages 3 to 5 enter kindergarten healthy and ready to learn.
Belew’s research was funded by a grant from the U.S. Department of Health and Human Services in the Administration for Children and Families.
Drawing on parental responses from the National Survey of Children’s Health (NSCH), the study examined children in Indiana, Minnesota, Missouri, and Wisconsin to determine which family characteristics and state Child Care and Development Fund (CCDF) policies most strongly influence kindergarten readiness.
As the brief notes, “children who were attending Early Childhood Education (ECE) programs were much more likely to have the requisite skills needed for kindergarten success,” underscoring the importance of equitable access to high quality early learning.
How Child Care Policy Impacts School Readiness
One of the most significant findings is the impact of state CCDF income eligibility thresholds.
The analysis shows that children have 32% higher odds of being ready for kindergarten when states set the qualifying income for a family of three at $3,500 per month — the highest category examined.
Belew explains, “these data suggest that the more liberal qualifying income is a protective factor,” meaning that broader eligibility helps more children access the early education experiences that support school readiness. This finding is especially relevant as states balance limited CCDF funds with the rising cost of child care, which can consume 11–19% of a single parent household’s annual income.
Family Well-Being and Daily Habits Matter
The study also identifies several child and family characteristics that meaningfully influence readiness.
Two risk factors stood out: parents reporting less than excellent mental health and children viewing screens for more than one hour per weekday. According to the brief, children whose parents report merely “good” mental health have “43.3% lower odds of being on track for school readiness.” Excessive screen time similarly reduces readiness odds.
In contrast, four protective factors emerged: parents who feel confident in their parenting, female children, enrollment in ECE programs, and being read to at least four days per week.
Notably, attending ECE had the strongest effect, with children showing 119% higher odds of being kindergarten ready.
Supporting Families Through Early Childhood Systems
Belew’s findings also reinforce a growing body of research showing that early learning opportunities, parental engagement, and family wellbeing are deeply interconnected.
He states, “effective engagement strategies for parents can be learned when parents are supported… through targeted programming and appropriate resources.” The recommendations call for expanding access to quality ECE, embedding mental health supports in childcare settings, and providing parents with clear guidance on screentime risks and the benefits of frequent reading.
Bringing Research to Policymakers
Importantly, IHD is ensuring that this research reaches policymakers who can act on it.
During a recent trip to Washington, D.C., ECIC Research Assistant Nick Bollinger and IHD Director of Strategic Partnerships Susan Schmidt delivered the policy brief directly to Missouri Senators Josh Hawley and Eric Schmitt.
Disseminating these critical findings emphasizes how IHD’s work can inform legislative decisions on issues that matter most for children and families.
