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Efficacy of the Getting Ready Intervention at Supporting Parental Engagement and Positive Outcomes for Preschool Children at Educational Risk

Research Team


Principal Investigator: Susan Sheridan

Funding Information

Funding Agency: Institute of Education Sciences (IES)

Award Date: Jul 1, 2012

End Date: Jun 30, 2018


This efficacy trial focuses on the most important goals for young children at educational risk for school failure — changing developmental trajectories, narrowing the achievement gap and ensuring they enter kindergarten equipped with the requisite skills to take advantage of educational opportunities. 

The primary aims of the study are to:

  1. test the efficacy of Getting Ready (GR) as a preventive intervention to enhance cognitive, language and social-emotional functioning for children identified early as demonstrating educational risk;
  2. test the intervention effects on parent engagement and parent-teacher relationships;
  3. uncover the potential role of parent engagement and relationships as mediators of positive outcomes; and
  4. evaluate the long-term intervention effects through kindergarten.

Researchers will test strategies designed to improve learning experiences and opportunities for children at risk for educational failure, including those who are growing up in poverty and demonstrate early cognitive, language or socio-emotional delays relative to their peers as they enter preschool. Based on ecological theories of development, GR is intended to achieve its effects by strengthening relationships for children, creating partnerships between primary socializing systems and promoting continuity in educational experiences across home and school. 

Participants include a total sample of 300 children, their parents or primary caregivers, and teachers from publicly funded rural and suburban preschool classrooms in a Midwestern state. 

Social, Emotional and Behavioral Well-being, Academic Intervention & Learning, Early Childhood Education and Development