Districts across the country are using Preschool to Third Grade (P-3) approaches to address long-standing barriers to achieving positive outcomes for young children, for example by helping increase children's readiness for elementary school. P-3 approaches are promising for realizing these results because they demand investments in the systems…

The use of data to inform instruction has been linked to improved student outcomes, early identification of intervention needs, and teacher decision-making and efficacy. Additionally, data are used as a means of accountability within educational settings. However, little is known about data use practices among early grades teachers. The purpose of…

This study explores the relationship between grade-level overlap between elementary education (ELED) and early childhood education (ECED) licenses and ECED teacher output. Analysis of Title 2 data indicates that ECED/ELED overlap is extensive, as evidenced by the number of states with grade-level overlaps of 5 (n = 2), 4 (n = 24), 3 (n = 10), and…

The research on elementary teachers' implementation of peer collaboration strategies is limited. Yet, the extensive peer collaboration literature that does exist focuses on student outcomes in urban and suburban settings. A problem with most of the current scope of research about peer collaboration is that it has marginalized the voice of teachers…

The aim of this study is to gain a deeper understanding of teachers' perspectives on promoting reading and writing for pupils with various linguistic backgrounds in grade 1. Focus group interviews were conducted with 17 teachers who work in preschool classes and in grade 1. The teachers' perspectives on reading and writing can be characterised as…

This study employed purposive sampling across 20 SE Idaho schools to explore PK-3 educators' perceptions regarding the value and importance of creativity education in the early childhood education setting (PK-3). A survey instrument and semi-structured interview protocol were developed for use. Surveys were distributed by mail and through on-site…

This qualitative research study examined 13 preschool to third-grade teachers' experiences reading and discussing culturally relevant texts (CRTs) with their students. Teachers worked at four schools in a large urban school district and with child populations from different sociocultural and linguistic backgrounds. We employed provisional and…

The New York State Department of Education (NYSED) has been supporting selected districts in the planning and implementation of PreK-3rd Grade systems. NYSED is supporting the use of the Framework for Planning, Implementing, and Evaluating PreK-3rd Grade Approaches developed by Kauerz and Coffman (2013). Recognizing the ultimate goal of PreK-3rd…

The purpose of this parallel mixed-methodology study was to examine how the perceptions of early childhood teachers toward their early childhood English Language Learners (ELL) shape their pedagogical practices. The study was conducted in 10 early childhood classrooms, ranging from grades pre-K to third, in one suburban school with a culturally…

Children participating in kindergarten programming across the United States are expected to perform at a higher level than ever before. Many of these children are unprepared and developmentally unready for the academic tasks that await them. Researchers have shown that an older age at the start of kindergarten is a predictor of academic…

This report summarizes evaluation results of the AISD prekindergarten program for the 2001-2002 school year.

This report summarizes AISD's 2004-2005 prekindergarten program activities and student participation and performance results.