Continuity & Pathways

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

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

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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

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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

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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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Financiers, Engineers, and Entrepreneurs for Young Children: Comprehensive Birth-through-age-8 Community Strategies

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This paper highlights practitioner-­experts’ local experiences to build and sustain comprehensive 0-­8 strategies. Based on a 2011 convening of leaders from 11 different local alignment efforts, this paper highlights key strategies of and core wisdom from some of this country’s most promising and effective 0-­8 approaches.

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PK-3: What Does it Mean for Instruction?

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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

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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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Financing Services for 3- and 4-Year Olds in a PreK-3rd School

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This brief provides an overview of issues related to financing early childhood programs in a school setting; provides estimates of costs and sources of revenue to support portions of these programs for children below the typical age of entry into school; and discusses special issues related to the capital costs for renovations and new construction

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