Continuity and Pathways

P-3 alignment work can sometimes feel like administrative tasks, far removed from the lived experiences of children. Taking the perspective of each and every child is important.  Is there consistent access, year after year, to high-quality programs? Is there attention to intentional, relationship-based transitions between age/grade levels? Are collaborative relationships being forged between partners who actually share responsibility for the same children?

P-3 Framework Goal:  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 pre-school through 3rd grade.

The following resources highlight and support the importance of continuity and pathways in comprehensive P-3 approaches:

Continuity and Pathways

Publication Date: Jun 2010
Authors:
Kristie Kauerz
Synopsis:

This brief presents strong rationales for moving Full-Day Kindergarten (FDK) from the margins to the middle of the education reform debate. Kauerz recommends that we not only improve the quality of FDK programs, but also that we establish FDK as an integral part of all 21st century PreK through post-secondary education reform efforts. 

Overview of Issues

Publication Date: Jan 2016
Authors:
Annenberg Institute for School Reform
Synopsis:

This edition of Voices in Urban Education, published by the Annenberg Institute for School Reform, highlights a wide range of perspectives on how to support children and their families through early education transitions, highlighting the importance of alignment between early learning and K–12 programs, collaboration across systems (such as education, health, and housing) that have a role in keeping children on a path to academic success, and deep engagement with communities and parents as vital allies in the healthy transition of their children to kindergarten and beyond. 

State-Level Perspectives

Authors:
Public Schools of North Carolina
Synopsis:

This transition plan was designed by the North Carolina Department of Public Instruction to support schools and districts as they navigate the multiple education initiatives and reforms, providing strategic planning support.

School-Level Perspectives

Publication Date: Jan 2009
Authors:
Richard M. Clifford, Gisele M. Crawford, Helene Stebbins, Stephanie S. Reszka, Barbara Coatney
Synopsis:

This brief provides an overview of issues related to financing early childhood programs in a school setting; provides estimates of costs and sources of revenue to support portions of these programs for children below the typical age of entry into school; and discusses special issues related to the capital costs for renovations and new construction required to provide appropriate space for early childhood programs. 

Policy Briefs

Publication Date: May 2016
Authors:
Laura Bornfreund
Synopsis:

In this policy brief, author Laura Bornfreund argues that child care centers and Head Start programs should not be the only agencies trying to help their families navigate the new world of kindergarten and elementary school. She believes that elementary school principals should recognize the value in establishing relationships with center administrators and building connections between what happens before children enter kindergarten and after. Bornfreund calls for an increased effort at the district and state level to bring early education leaders together to develop relationships and foster collaboration and coordination among their staffs in order to improve the quality of transitions between PreK and kindergarten.