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ERIC Number: ED596957
Record Type: Non-Journal
Publication Date: 2019-Jul
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Preschool to Third Grade Alignment: What Do We Know and What Are We Learning? Policy Brief
McCormick, Meghan; Mattera, Shira; Hsueh, JoAnn
MDRC
An investment in early childhood education pays off when the benefits continue into adulthood. Although many recent preschool interventions have had positive, short-term effects on young children's language, literacy, mathematics, executive function, and social-emotional development, studies show that related gains in cognitive and academic skills tend to diminish in early elementary school -- a phenomenon commonly known as fade-out. Instructional alignment -- or implementing educational systems that effectively build on the learning advances made in preschool -- is one of the leading strategies for sustaining the benefits of early childhood education. This brief further examines the concept of instructional alignment and its potential for upholding the longer-term advantages of preschool programs. This paper looks specifically at two projects that MDRC is using to study the effects of instructional alignment on classrooms and students -- the Making PreK Count/High 5s and ExCEL P3 projects. The brief summarizes the latest results from these projects and identifies how future work that is driven by MDRC's studies can inform educational research, policy, and practice.
MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org
Publication Type: Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education; Elementary Education; Primary Education
Audience: N/A
Language: English
Sponsor: Robin Hood; Heising-Simons Foundation; Overdeck Family Foundation; Richard W. Goldman Family Foundation
Authoring Institution: MDRC
Grant or Contract Numbers: N/A