Stipek, D., Clements, D., Coburn, C., Franke, M. and Farran, D. PK-3: What Does it Mean for Instruction? Social Policy Report 30:2 (2017). Ann Arbor, MI: Society for Research in Child Development.
PK–3 has become a rallying cry among many developmental scientists and educators. A central component of this movement is alignment between preschool and the early elementary grades. Many districts have made policy changes designed to promote continuity in children's educational experiences as they progress from preschool through third grade — to provide children with a seamless education that will sustain the gains made in preschool and lead to better developmental and learning outcomes overall. This report addresses the issues facing school districts seeking to promote continuity in children’s educational experiences as they progress from preschool through third grade in hopes of providing a seamless education that sustains gains made in preschool and leads to better developmental and learning outcomes. The report considers ways in which schools might seek to achieve continuity in parents’ and children’s experiences and proposes specific state and district policies and school practices to promote continuous and meaningful learning opportunities.