Goal & Strategies*
Every child, especially those most at risk for school failure, has access to a continuity of services and a clear pathway of high-quality education from PreK through 3rd grade.
Children’s access to high quality learning opportunities is expanded and extended, especially for children most at risk.
Example Implementation Indicators
District Administrators/Community Leaders
- Have a clear understanding of the demographic characteristics of children and the availability of highquality programs/schools in the community.
- Annually update a mapping of “feeder patterns” of children into public schools and of mobility patterns of children, PreK-3rd.
- Increase the number of slots available for children to attend full-day PreK as 4-year olds.
- Increase the number of slots available for children to attend full-day Kindergarten as 5-year olds.
- Increase children’s access to after-school, extended learning opportunities, and community supports.
- Have a clear understanding of the demographic characteristics of children in their classrooms.
- Demonstrate an understanding of resources available to extend children’s learning time, in both schoolbased and community-based programs.
- Have accessible information about early learning and after-school programs, extended learning opportunities, and community supports.
- Educational Continuity
- Laws, Regulations, Statutes
- Minnesota Examples
- Webinars & Videos
Equity and Excellence: African-‐American Children’s Access to Quality Preschool
Click Here, Steve Barnett, Megan Carolan and David Johns, November 2013, Center on Enhancing Early Learning Outcomes, National Institute for Early Education Research, Rutgers University
Impacts of Expanding Access to High-Quality Preschool Education, The
Click Here, Elizabeth U. Cascio, Dartmouth College, Diane Whitmore Schanzenbach, Northwestern University, September 19-20, 2013
* Kauerz, K. & Coffman, J. (2013). Framework for Planning, Implementing, and Evaluating PreK-3rd Grade Approaches. Seattle, WA: College of Education, University of Washington.