All Kindergarten Resources (cont'd)
- Counting Kids and Tracking Funds in Pre-K and Kindergarten: Falling Short at the Local Level
This issue brief from the New America Foundation, Counting Kids and Tracking Funds in Pre-K and Kindergarten: Falling Short at the Local Level, released in concert with the expansion of the FEBP database, details the problems that stem from states’ lack of data and outlines policy recommendations.
September 26, 2012 • Read MoreKindergarten: Why We Need to Change itThis presentation was given by Dr. Jason Sachs, the Director of Early Childhood Education for the Boston Public Schools, at the Annual PreK-3rd Leadership Conference hosted by the Advocates for Children of New Jersey in conjunction with its partners from the New Jersey Department of Education, the New Jersey Principals and Supervisors Association, and Brookdale Community College.
November 4, 2011 • Read MoreLinking Learning: Building Quality Kindergarten in New JerseyACNJ provides a snapshot of Kindergarten in New Jersey and provide policy recommendations for the state.
December 7, 2010 • Read MoreFull-Day Kindergarten: A Study of State Policies in the United StatesThe 50-state study finds that less than two-thirds of America’s five-year-olds attend a full-day program and only nine states guarantee universal full-day kindergarten.
June 16, 2010 • Read MorePreK-3rd: Putting Full-Day Kindergarten in the MiddleA new Policy to Action Brief, PreK-3rd: Putting Full-Day Kindergarten in the Middle, calls for Full-Day-Kindergarten (FDK) to be an integral part of a 21st Century P-20 education system.
June 15, 2010 • Read MoreAll Together Now: State Experiences in Using Community-Based Child Care to Provide Pre-KindergartenThis Policy Brief from the Center for Law and Social Policy’s Child Care and Early Education Series finds that 29 states use a mixed-delivery method approach for pre-Kindergarten programs.
June 15, 2010 • Read MoreMathematics Achievement of Spanish-Speaking Kindergartners and the Impact of Teacher Characteristics: A Mediation HypothesisJensen, B. (2006). Mathematics Achievement of Spanish-Speaking Kindergartners and the Impact of Teacher Characteristics: A Mediation Hypothesis.
June 14, 2010 • Read MoreStrategic Pathways Toward Statewide Universal Pre-Kindergarten and Full-Day Kindergarten in Washington StateThis brief reviews promising models in Washington state for achieving universal prekindergarten with high standards and professional compensation for teachers.
June 14, 2010 • Read MoreSign up for The Learning Curve
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