All Pre-K–3rd Resources (cont'd)

Giving children high-quality PreKindergartenl is the first step in the journey to school success.

PreK-3rd Policy to Action Brief: #6 In 1974, the United States Supreme Court ruled in Lau v. Nichols that 1,800 Chinese-speaking children in the San Francisco public schools were entitled to English-language instruction or other support to help them understand what was happening in their classrooms.

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 brief, Many Missing Pieces: The Difficult Task of Linking Early Childhood Data and School-Based Data Systems, urges states to take steps to gather and integrate information from the full array of early childhood programs such as Head Start, childcare, and a fuller range of social services.

This Annual Report features an excerpt from an article by education writer Gene Maeroff, that focuses on universal Prekindergarten (UPK). Maeroff discusses the importance of UPK as part of an essential educational experience for all children.

Arthur Reynolds, Katherine Magnuson, and Suh-Ruu Ou synthesize evidence on the contribution of PK-3 programs and practices to children’s school success.

This brief summarizes research on the benefits of PK and PK-3. It also makes specific recommendations on what the federal government can do to promote PK-3. Visit New America Foundation Early Education Initiative.

The Foundation for Child Development’s Advancing PreK-3rd Series No. 4 This Policy Brief describes the five components of PK-3 based on analyses of data from longitudinal and nationally representative research.