Pearman, F., Springer, M., Lipsey, M., Lachowicz, M., Farran,D., & Swain, W.. (2019). Teachers, schools, and pre-k effect persistence: An examination of the sustaining environment hypothesis. (EdWorkingPaper: 19-85). Retrieved from Annenberg Institute at Brown University: https://www.edworkingpapers.com/topics/early-childhood
This article focuses on the importance of a coherent PK-3 system, exploring the hypothesis that PreK effects will persist if students experience high-quality learning environments in later grades. The research shows that students were most likely to sustain gains made in PreK when they enroll in high quality schools and received instruction from high quality teachers, emphasizing the need for coherent systems that employ quality standards at all levels, not just those included in state testing.
Takanishi, R. & Kauerz, K. (2008). PK inclusion: Getting serious about a P-16 education system. Phi Delta Kappan.
This article reiterates the importance of developing a comprehensive PK-3 system, arguing that such a system should be seen as a “must have” instead of an “add on”. It offers four specific areas to consider as a way to bolster support and raise awareness of the need for a PK-3 system. It also offers ways to support program development and implementation.
Marietta, G. (2010). Lessons for preK-3rd from Montgomery County Public Schools: an FDC case study. Foundation for Child Development. Retrieved from: https://www.fcd-us.org/assets/2016/10/FINAL-MC-Case-Study.pdf
These case studies document P12 alignment within high-quality systems, underpinned by consistent investments in early learning. Findings resulted in key lessons for application including district-wide early learning strategies to meet clear goals, alignment between early learning and the K12 system, balancing educator support with accountability, and maintaining a lens on continuous improvement.