Continuity & Pathways

Connecting the Steps: State Strategies to Ease the Transition from Pre-K to Kindergarten

This report examines strategies implemented by four states to improve the kindergarten transition process: West Virginia, Colorado, Oregon, and Washington. The authors describe actions each state has taken to address the difficulties that often arise in the transition to kindergarten and the opportunities and challenges with their various approaches. The report concludes with four policy …

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The Current State of Scientific Knowledge on Pre-Kindergarten Effects

This report, authored by a task force comprised of esteemed social scientists from Brookings and Duke University, includes six consensus statements on what is known about the effects of PreK. Not surprisingly, but of great importance, the scholars agree that what happens before, during, and after PreK all matter.

Connecting Pre-K and the Early Grades: Principals on Transitions

This policy brief argues that child care centers and Head Start programs should not be the only agencies trying to help their families navigate the new world of Kindergarten and elementary school. It asserts that elementary school principals should recognize the value in establishing relationships with center administrators and building connections between what happens before …

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Promoting Seamless Transitions from Preschool to Kindergarten and Beyond

This edition of Voices in Urban Education, published by the Annenberg Institute for School Reform, highlights a wide range of perspectives on how to support children and their families through early education transitions, highlighting the importance of alignment between early learning and K–12 programs, collaboration across systems (such as education, health, and housing) that have a role in keeping children …

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Planning the Transition to Kindergarten: Collaborations, Connections, and Six Steps to Success

This document provides a step-by-step approach to build, implement, and evaluate a kindergarten transition plan. The authors first explain the importance of kindergarten transition, forming a transition team, and fostering four types of connections (child-school, family-school, school-school, and community school). Then, the authors walk through six steps for successful kindergarten transition planning: 1) assess your …

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PK-3: What Does it Mean for Instruction?

This report provides guidance for policymakers and education practitioners alike on how to purposefully connect instructional approaches from PreK to the early years of elementary school. As the authors note, “simply stating that there is a need for continuity from the preschool years to the early years of elementary school is not enough. Continuity can mean continuing poor educational practices, …

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Lessons for PreK-3rd from Montgomery County Public Schools

The efforts to reform the Montgomery County Public Schools in Maryland, led by then-Superintendent Jerry Weast, produced five key lessons for PreK-3rd grade practitioners: (1) establish a clear and compelling district-wide goal that maps back to early learning; (2) craft integrated district-wide early-learning strategies to meet the clear and compelling goal; (3) align early-learning programs and …

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PreK-3rd: Putting Full-Day Kindergarten in the Middle

This brief presents strong rationales for moving Full-Day Kindergarten (FDK) from the margins to the middle of the education reform debate. Kauerz recommends that we not only improve the quality of FDK programs, but also that we establish FDK as an integral part of all 21st century PreK through post-secondary education reform efforts. 

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