Engaged Families

Transition to Kindergarten: Findings from Recent Research

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This brief provides a review of recent research (2016-2021) on transitions to kindergarten. It focuses on [a] transition practices that children and families may experience directly; and [b] the policy levers that state and local policymakers can enact to support effective transitions to kindergarten. This brief was prepared for Education Commission of the States as […]

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Leading Learning Communities: A Principal’s Guide to Early Learning and the Early Grades (Pre-K–3rd Grade)

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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

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Framework for Planning, Implementing, and Evaluating P-3 Approaches

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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

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Investments in Oregon’s P-3 Initiatives–Promising Family Engagement Strategies: Early Evidence & Next Steps

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Transformative family engagement creates true partnerships between families, schools, teachers, early learning programs, and providers. In Oregon, current family engagement efforts fall into three broad domains: 1) Engaging families in supporting children’s learning at home; 2) Engaging families as partners with providers, teachers, and schools; and 3) Engaging families in program, school and community leadership,

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Starting Strong: Pre-K Through Third Grade Success Stories From Across Minnesota

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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. 

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Towards Equitable Parent-School Collaboration: Developing Common Parent Engagement Indicators

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Education systems are increasingly expected to partner with parents and families to ensure the success of all students; however, the field struggles to characterize and measure parent engagement and its impacts. This report presents common indicators of parent engagement as a way to quantify parent-school collaboration. These indicators include: the percentage of parents who feel

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Parent Engagement From Preschool Through Grade 3

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While high-quality teaching in preschool and the early grades is essential, parents can also play a vital role in helping children acquire foundational competencies–including language, literacy, early math, and social-emotional skills– that fuel school success. Given the evidence that parent involvement holds significant benefits for children, efforts to promote effective parent engagement should be viewed

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PreK-3rd’s Lasting Architecture: Successfully Serving Linguistically and Culturally Diverse Students in Union City, New Jersey

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With a strong focus on PreK-3rd grade, Union City Public Schools overcame the crippling effects of poverty and prejudice to close the achievement gap between its low-income Hispanic students and their wealthier peers across New Jersey. The district overhauled its curricula to emphasize critical thinking and reasoning, extended classtime, and increased teacher training. The district also

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Turning the Page: Refocusing Massachusetts for Reading Success

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This report exposes the high costs of childhood reading failure and examines external and in-school barriers to reading achievement within the Commonwealth of Massachusetts. Recommendations featured in this report include the need to conduct early and ongoing assessments of children’s language and reading and of the quality of services and supports; bring language-rich, rigorous and

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