Principals Lead the Way for PK-3

Research indicates that PK programs reduce the likelihood of teen crime, delinquency and pregnancy. Strong PK programs are also linked to greater employment rates and higher adult wages.

But early learning success should not stop at the kindergarten door. To build a strong platform for children’s academic and social success, learning each year from PK through third grade must build in deliberate ways on the previous year’s experience. Only then will children be adequately prepared for fourth grade, when academic standards and expectations become considerably tougher, and children’s educational skills must be applied to a wide range of subject areas. Without consistent support in the primary years, many children do not master basic reading skills in third grade. Poor readers often fall behind and are more likely to drop out of school.

In order to ensure that every child receives a high-quality PK-3 education, there must be the will and capability to implement it. While many principals across the country want to add and align PK programs, their districts or schools often don’t have the resources or capacity. Many communities are faced with budget cuts, disjointed early education systems and lack of knowledge about how to make PK-3 work.

Understanding lessons learned from principals who are leading efforts to align PK-3 and improve results for children across the country can help more principals build similar systems in their schools. Close analysis of successful PK-3 programs reveals that school reform is not accomplished by a one-size-fits-all approach. Because communities, schools and students have varied strengths, challenges and resources, successful PK-3 reform occurs when core principles are adapted to meet the unique needs of the school, community and students.