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ERIC Number: ED522728
Record Type: Non-Journal
Publication Date: 2006-Sep
Pages: 40
Abstractor: ERIC
Reference Count: 0
Effective Preschool Curricula and Teaching Strategies. Pathways to Early School Success. Issue Brief No. 2
Klein, Lisa; Knitzer, Jane
National Center for Children in Poverty
This issue brief, based on a meeting of a group of distinguished researchers, educators, and policymakers convened by the National Center for Children in Poverty (NCCP) explores lessons from research and practice about the role of an intentional curriculum and professional development and supports for teachers in closing the achievement gap for low-income preschool age children. The aim is to take stock of emerging knowledge about how to increase low-income children's achievement in early literacy and early math and to explore the implications for how administrators and policymakers can best integrate this knowledge into their decision-making. A special focus on curriculum and teaching strategies in preschool programs is important for two reasons. First, many low-income children in early learning settings fall behind early and remain very much behind their peers in reading and math. Second, we are learning that closing the achievement gap depends greatly on providing teachers with the professional development and supports that can help them more effectively promote early literacy and early math in the context of nurturing and emotionally supportive classrooms. A list of meeting participants is appended. (Contains 5 boxes, 1 table, 2 figures and 78 endnotes.) [For the "Effective Preschool Curricula and Teaching Strategies: Executive Summary. Pathways to Early School Success. Issue Brief No. 2", see ED522726.]
National Center for Children in Poverty. 215 West 125th Street Third Floor, New York, NY 10027. Tel: 646-284-9600; Fax: 646-284-9623; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Audience: Administrators; Policymakers
Language: English
Sponsor: Annie E. Casey Foundation
Authoring Institution: National Center for Children in Poverty