Last month, Conor Williams and I wrote a series of posts on how young learners, PreK-3rd grade, could be better supported in a newly reauthorized Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind.
Over the past several years, interest in pre-K and other early learning programs has been growing. More and more states, both red and blue, have developed pre-K programs and some states and local communities are thinking about how to better connect and coordinate children’s pre-K experiences and learning with what happens in kindergarten and the early grades.
We believe ESEA could be a vehicle for achieving these goals. In a new brief (that brings these posts together), “Moving Young Learners Forward: How to Fix No Child Left Behind,” I discuss ideas proposed for incorporating a more robust focus on PreK-3rd grades in a reauthorized law and Conor Williams shares his ideas for how to improve the federal government’s education policies for dual language learners.
[Cross-posted at Ed Central]