By Kati Haycock.

In fall 2016, Jamillah will leave her Head Start classroom to begin kindergarten in a suburb of Washington, DC. Like many of her Head Start classmates, she is a tiny bundle of joy and curiosity; she loves colored pencils and books of all sorts, and adores singing the alphabet song. But though she will be better prepared for school than many other low-income children — after all, she got one of those coveted Head Start seats — Jamillah won’t arrive in kindergarten with anywhere near the vocabulary, early literacy, and math skills of her more advantaged counterparts.

The question for us as Americans, not to mention for Congress and the White House as they try to complete work on the new Elementary and Secondary Education Act, is what should we expect of Jamillah and the thousands more like her who will enter school at the same time?

Even more to the point, what should we expect of the school systems charged with educating such students?

Read the full article on Huffington Post.