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. 2025 Jul 15;15(7):957.
doi: 10.3390/bs15070957.

Ready for School: A Multi-Dimensional Approach to School Readiness Assessment in Hispanic Children from Puerto Rico

Mary Rodríguez-Rabassa  1   2   3 , Kamalich Muniz-Rodriguez  4 , Allison A Appleton  5 , Marilyn Borges-Rodríguez  4 , Nicole E Ruiz-Raíces  1 , Francisco J Reyes-Santiago  6 , Odette Olivieri-Ramos  2 , Luisa I Alvarado-Domenech  2
Affiliations

Ready for School: A Multi-Dimensional Approach to School Readiness Assessment in Hispanic Children from Puerto Rico

Mary Rodríguez-Rabassa et al. Behav Sci (Basel). .

Abstract

School readiness during early childhood is crucial for future academic success. Existing guidelines recommend a comprehensive approach. This concurrent validation study developed a School Readiness Index (SRI) with five readiness domains: early learning skills, approach to learning, cognitive skills, socioemotional development, and physical health. Through a cross-sectional comparative design, the school readiness skills of 119 Puerto Rican children (63 males, 56 females) aged 54-65 months were assessed using standardized tests (e.g., Batería IV Woodcock-Muñoz and NIH Toolbox Cognition Battery), parental questionnaires (e.g., Ages and Stages Questionnaire-3), and physical health assessments. Each measure was scored and classified using a binary coding system (0 and 1) based on participant abilities (e.g., 1 for expected performance, 0 if below expectations). A composite SRI score was calculated using 25 indicators. Discriminant validity was assessed by comparing children's registration status in the special education program (SEP). Sex, household income, and maternal education are key determinants of school readiness. Children registered in the SEP had significantly lower composite scores than those not registered, supporting the SRI's discriminant validity. The SRI is a reliable tool for identifying Hispanic children from Puerto Rico who may benefit from additional support. Inclusive and multidisciplinary assessment strategies are essential.

Keywords: developmental assessment; early childhood development; early education; school readiness; school readiness index.

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Conflict of interest statement

The authors declare no conflicts of interest. The funders had no role in the design of this study; in the collection, analyses, or interpretation of data; in the writing of the manuscript; or in the decision to publish the results.

Figures

Figure 1
Figure 1
Domains of school readiness: Tools/Measures and Skill Elements Assessed. Note: Abbreviations: W-M: Batería IV Woodcock-Munoz: Pruebas de aprovechamiento; HOME-SF: Home Observation Measurement of the Environment—Short Form; NIHTB-Cog: NIH Toolbox Early Childhood Cognition Battery; ASQ-3: Ages and Stages Questionnaire-3; ASQ-SE-2: Ages and Stages Questionnaire: Social-Emotional, Second Edition; NIHTB-EM: NIH Toolbox Parent Proxy Emotion Battery; PDMS-2: Peabody Developmental Motor Scale, Second Edition; DPOAEs: Distortion product otoacoustic emissions; ABR: Auditory brainstem response screening.
See this image and copyright information in PMC

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