Equity

Children Come First Series: Improved Equitable Early School Experiences

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The Region 6 Comprehensive Center Network at University of North Carolina-Greensboro leads a project to ensure school policies, practices, and strategies for our youngest learners (PreK-3rd grade) encompass what research and data tell us is essential to their successful development and learning. As part of this project, the Center has published a series of short […]

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A Path to Equity: From Expanded Pre-Kindergarten Access to Success in Elementary School

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Do district policy changes that increase access to full-day school-based pre-kindergarten relate to improved 2nd grade academic outcomes? How? A study from Start Early, NORC at the University of Chicago, and the University of Chicago Consortium on School Research examined these questions based on a set of Chicago Public School (CPS) policy changes that began

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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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Start with Equity: From the Early Years to the Early Grades

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This report focuses on learning experiences in the early years, birth through age five, and the early grades (K-5). The authors identified three key policy areas that strongly influence children’s experiences in the classroom and disproportionately disadvantage children of color and children with disabilities. These policies areas include: Harsh discipline and its disproportionate application The

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School-based PreK, Kindergarten, and the Early Grades: Fall Re-Entry Planning in a Pandemic

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As states and school districts navigate plans for Fall 2020, we are hosting a series of conversations with education decisionmakers in state education agencies (SEAs) and school districts. We believe better and smarter ideas emerge when colleagues have the space for open discussion and deliberation. This resource provides a summary of our conversations to date and

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At-Home Teaching and Learning in PreK-3rd Grade

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This document provides specific guidance related to school districts’ and elementary schools’ supports for at-home learning across the primary grades (PreK-3rd grade). This is not a compilation of e-resources. Rather, this document provides guidance about how to best support at-home learning, focusing on two fundamentals of effective teaching and learning in the early grades: child

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Building the Case for Culturally Specific P-3 Strategies in Oregon: Listening to Voices From the Field

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Equity is at the heart of P-3 efforts. In Oregon’s P-3 work, there are intentional efforts to align early learning, K-12, and Culturally Sustaining Organizations (CSOs). CSOs are uniquely poised and expertly prepared to meet the needs of communities of color while helping Oregon achieve its goals for reducing disparities in kindergarten readiness and other

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Advancing Equity in Early Childhood Education: Position Statement of the National Association for the Education of Young Children

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In 2019, NAEYC adopted this position statement on advancing equity in early childhood education. The document provides recommendations for advancing equity for everyone and recommendations specific for early childhood educators, administrators, facilitators of educator preparation and professional development, and public policymakers. The recommendations are followed by a synthesis of current early childhood education research through

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How the Opportunity Gap in K-3 Teaching Is Failing Our Students

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This blog research about the quality of teaching in K-3. The punchline of the study is that dosage matters (year after year of consecutive good teaching) in closing achievement gaps. And, of great consequence, very few children receive consecutive years of good teaching during the early grades of elementary school (K-3). This is important as

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