The Foundation for Child Development’s PreK-3rd Policy to Action Briefs seek to promote the idea of PreK-3rd and to provide guidance for its implementation. The goal of PreK-3rd Grade Education is the creation of a seamless learning continuum from PreK to Third Grade.
PreK-3rd is a national movement of schools, districts, educators and universities seeking to improve how children from ages three to eight learn and develop in schools. While these different efforts use a variety of names, all are working to connect high-quality PreK programs with high-quality elementary schools to create a well-aligned primary education for all our nation’s children.
The Foundation’s PreK-3rd Policy to Action Brief Series 2009 –
- No. 1 The Case for Investing in PreK-3rd Education: Challenging Myths about School Reform
- No. 2 PreK-3rd: What is the Price Tag?
- No. 3 PreK-3rd: Teacher Quality Matters
- No. 4 PreK-3rd: Putting Full-Day Kindergarten in the Middle
- No. 5 PreK-3rd: How Superintendents Lead Change
- No. 6 PreK-3rd: Raising the Educational Performance of English Language Learners (ELLs)
- No. 7 PreK-3rd: Principals as Crucial Instructional Leaders
- No. 8 PreK-3rd. Next Steps for State Longitudinal Data Systems
- No. 9 PreK-3rd. Getting Literacy Instruction Right
- No. 10 PreK-3rd: Challenging Common Myths About Dual Language Learners, An Update to the Seminal 2008 Report
The Foundation’s Policy Brief Series 2004 – 2008:
- No. A-1 Organizing for PK-3: “Early Education for All: Six Strategies to Build a Movement for Universal Early Education”
- No. 3: “Prekindergarteners Left Behind: Expulsion Rates in State Prekindergarten Programs”
- No. 4 Advancing PK-3: “PK-3: What Is It and How Do We Know It Works?”
- No. 5 Advancing PK-3: “Core Knowledge for PK-3 Teaching: Ten Components of Effective Instruction”
- No. 6 Advancing PK-3: “Carrots and Sticks: New Jersey’s Effort To Create a Qualified PK-3 Workforce”
- No. 7 Advancing PK-3: “Implementing Policies to Reduce the Likelihood of Preschool Expulsion”
- No. 8 Advancing PK-3: “Challenging Common Myths About Young English Language Learners”