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ERIC Number: ED519411
Record Type: Non-Journal
Publication Date: 2009-Apr
Pages: 12
Abstractor: ERIC
Reference Count: 4
PreK-3rd: What Is the Price Tag? Policy to Action Brief. No. 2
Shore, Rima
Foundation for Child Development
In an era of intense fiscal pressures, educators are focusing on those investments most likely to lift student achievement. They are also trying to make more strategic use of existing resources. To achieve these goals, a growing number of policymakers are considering integrated PreK-3rd approaches. Increasingly, they are recognizing that the first several years of classroom experience lay the groundwork for later learning. Policymakers are also realizing that despite Americans' widespread confidence in their local elementary schools, primary-grade education is not nearly good enough. For many, the wake-up call comes when they are confronted with Fourth-Grade results on the National Assessment of Educational Progress (NAEP) that are disappointing overall, and devastating with respect to Black and Latino children. They realize that a problem this deep and widespread must develop over time. Decisionmakers are also coming to grips with the research showing that Prekindergarten investments alone cannot guarantee a solid foundation for learning. Without systematic follow-up, including high-quality, full-school-day Kindergarten and primary-grade programs, the positive results of PreK initiatives fade over time. For all of these reasons, a coherent approach to strengthening the first six years of school (PreK for three- and four-year-olds, Kindergarten, and Grades One through Three) makes good sense. But what is the price tag? This Policy to Action Brief offers a framework for estimating costs, based on the specific needs and priorities of your students, parents, and community leaders. In this paper, the author "unpacks" the PreK-3rd concept, describing each core element and outlining a set of steps or decisions needed to cost out each one. (Lists 12 online resources.)
Foundation for Child Development. 295 Madison Avenue 40th Floor, New York, NY 10017. Tel: 212-867-5777; Fax: 212-867-5844; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Early Childhood Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Foundation for Child Development
Identifiers - Assessments and Surveys: National Assessment of Educational Progress