PreK-3rd

Since the mid-1990s, three states, including Oklahoma, have established a universal PreKindergarten (PreK) program.

The United States has historically undervalued its youngest children.

Many children today, perhaps as many as 40 percent, enter kindergarten not ready to succeed with the types of activities and expectations typically offered by schools.

The Foundation for Child Development Working Paper Series Kindergarten serves as many children’s introduction to the public education system.

This article is reprinted from the March/April 2007 issue of the Harvard Education Letter.

Taking Steps Toward PK-3 Success, examines state policies and practices that affect PreK-3rd teachers’ working conditions.

This paper centers a PreK-3rd reform agenda in the No Child Left Behind Act (NCLB). Policy recommendations include strategies to fund universal PreKindergarten and full-day Kindergarten, alignment of state and national early learning standards in grades PreK-3rd, support for the expansion of a highly qualified PreK-3rd teaching workforce, and extension of learning time options for young children.

In a Special Report, Life Changes: The Case for Early Investment in Our Kids, The American Prospect highlighted the need to continue the investment in children’s education to support strong Third Grade outcomes.