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 we think about sustaining the effects of high-quality PreK and ensuring that all children, with and without PreK experience, are given a strong start when they enter public school. The original research was conducted by Lynne Vernon-Feagans and colleagues at the University of North Carolina-Chapel Hill and Duke University, and published in the August 2018 edition of Early Childhood Research Quarterly.