High-quality early learning experiences (i.e., developmentally appropriate, play-based instruction with clear learning goals) have positive long-term effects on student outcomes. As California rolls out Universal Transitional Kindergarten (UTK), district leaders focused on meeting state requirements for hiring qualified staff and finding…

The research featured in this paper is part of the CORE-PACE Research Partnership, which is focused on producing research that informs continuous improvement in the CORE districts as well as policy and practice in California and beyond. Since spring 2020, the COVID-19 pandemic has been abruptly interrupting regular instruction in almost all…

Education has faced unprecedented disruption during the COVID-19 pandemic; evidence about the subsequent effect on children is of crucial importance. We use data from an oral reading fluency (ORF) assessment--a rapid assessment taking only a few minutes that measures a fundamental reading skill--to examine COVID's effects on children's reading…

California districts were forced to shift to distance learning models in the spring of 2020 and the transition to distance learning for students in the early grades--transitional kindergarten through third grade (TK-3)--has proved difficult for students, parents, and teachers alike. As distance learning persists, administrators and teachers can…

Empirical evidence that horizontal alignment of policies and practices from preschool through the early elementary grades sustains the effects of quality preschool and contributes to children's learning is scarce, as discussed above, but there are nevertheless good reasons to expect benefits to such alignment. Moreover, many districts and schools…

"PreK-3 Alignment in California's Education System: Obstacles and Opportunities" by Rachel Valentino and Deborah J. Stipek reviews the opportunities and challenges that must be addressed to better align PreK-3 education in California. The report describes policies and practices that districts have implemented to strengthen alignment, and…

In an effort to understand teachers' and administrators' experiences with public school accountability, Policy Analysis for California Education (PACE), with the support of the Noyce Foundation, established the Educator Responses to Accountability Project (ERAP). During the 2002-2003 school year, the authors conducted in-depth interviews with…

Parents and policymakers are turning to preschools to better advance the school readiness and broader development of young children. Much remains unknown, including how preschool programs of varying quality affect diverse groups of children. This is particularly important as several California counties embark on ambitious and costly efforts to…