Resources

Two papers from the Erikson Institute show that state-based teacher preparation standards and teacher education programs do not adequately address the developmental and educational needs of diverse groups of children.

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.

In the Harvard Education Letter, Michael Sadowski reports that Prekindergarten, not just preschool, may be the key to narrowing disparities in achievement by race, ethnicity, and income.

Hispanics account for over one-fifth of newborns in the United States, and Hispanic children, on average, achieve at much lower levels from kindergarten forward than the non-Hispanic white majority and Asian Americans.

This paper describes what is currently known about early childhood education for Hispanic children in the United States and suggests what can be done to help Hispanic children to start school prepared and to be academically successful during the primary grades.

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.

This Issue Brief published by the New America Foundation Education Policy Program, argues that alignment of standards, curriculum and assessment from Prekindergarten through Third Grade can reduce fade-out and improve academic achievement.

New America Foundation makes the case for PK-3. This is the first of a series of papers to define a PK-3 agenda in advance of NCLB reauthorization.