The guide defines six competencies that guide elementary school principals to deepen their own knowledge related to Pre-K–3rd grade, and to reflect that knowledge through strong school leadership. This guide provides specific suggestions for principals to become more effective and visible leaders on behalf of young children. The National P-3 Center authored this guide, in […]
This Framework anchors much of the work conducted by the National P-3 Center. It is designed to address key questions facing those who are developing and implementing comprehensive P-3 approaches in their school, district, or community. The Framework is divided into eight major “buckets” or categories of effort that require alignment within and between 0-5
Framework for Planning, Implementing, and Evaluating P-3 Approaches Read More »
This study, conducted in Dallas Independent School District (TX), shows that students in consecutive years of high-quality classrooms (PreK, Kindergarten, and 1st grade) outperform their peers in lower-quality classrooms. The district has adopted a data-driven instructional coaching approach that provides targeted support to early elementary teachers.
Effects of Sustained Quality in PreK, Kindergarten and First Grade in Dallas ISD Read More »
This report features profiles of six schools and districts in Minnesota that have implemented inventive PreK-3rd grade alignment strategies. Site visits to these settings proved that focused, intentional efforts in areas such as effective leadership, data-driven instruction, and engaged families can have huge impacts on student achievement and school culture.
Starting Strong: Pre-K Through Third Grade Success Stories From Across Minnesota Read More »
Attendance is one example of a powerful data point that can inform and drive improvements in P-3 approaches. This report shows how disparities in school attendance rates starting as early as preschool and Kindergarten are contributing to achievement gaps and high school dropout rates across the country. The report also highlights the connection between health
Mapping the Early Attendance Gap: Charting a Course for School Success Read More »
Accountability systems measure the professional practice of schools, and then help schools improve their practices as a means of achieving better student outcomes. States should build on the best ideas in both early childhood and K-12 accountability systems to create a single statewide education accountability system from birth through high school–one that sets the right
This paper provides a snapshot of how student achievement data are being used in teacher evaluation systems today and illuminates the issues causing states and school districts the most struggles. Most states are using one or some combination of three evaluation approaches: student learning objectives, shared assessments, and shared attribution; each of these approaches carries
At present there exists a dearth of reliable, complete, and comparable data on PreK and Kindergarten in school districts and local communities. In order to close achievement gaps between economically disadvantaged and advantaged students, policymakers and educators must have access to data on enrollment and public funding for all young children. These data will increase
Increasingly, classroom observations are becoming a prevalent approach to data-driven improvement: observations are used to better understand classroom interactions, teacher effectiveness, time use in classrooms, and more. This paper examines lessons learned from observation in early childhood education that may be helpful as K-12 systems begin implementing more rigorous observation protocols in PreK-3rd grade classrooms. These
Currently, some state governments are building longitudinal data systems that aim to: provide information on teachers and programs; identify students who would benefit from intervention and other services; evaluate programs, schools, principals, and teachers; and inform local and state policy decisions. It is essential that PreK data be included in these systems so that we
PreK-3rd: Next Steps for State Longitudinal Data Systems Read More »
