PreK-3rd

Union City Public Schools has overcome the crippling effects of poverty and prejudice to close the achievement gap between its low-income Hispanic students and their wealthier peers across New Jersey.

Since 2008, when the first edition of Challenging Common Myths About Young English Language Learners was published, knowledge of how children acquire two languages during the PreKindergarten through Third Grade years and the positive consequences of growing up with more than one language has greatly advanced.

The Framework for Planning, Implementing, and Evaluating PreK-3rd Grade Approaches is intended to be referenced and used over an extended period of time for reflection, self-evaluation, and improvement of PreK-3rd grade efforts.

This Evaluation Brief is intended to help stakeholders in early childhood and elementary education think about how to use evaluation at different stages in the development of a PreK-3rd effort.

This Policy to Action Brief recommends that the federal government convene a national advisory group to develop guidelines that will assist states in developing fully integrated PreK-12 longitudinal data systems, a critical first step to assessing children’s early education experiences and the impact of early education on later school success.

We investigate primary school precursors to criminal involvement in early adulthood.

Although school attainment is a cumulative process combining mastery of both academic and behavioral skills, most studies have offered only a piecemeal view of the associations between early childhood capacities and subsequent schooling outcomes.