[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-583413-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-583413-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","prek-3rd-next-steps-for-state-longitudinal-data-systems","PreK-3rd: Next Steps for State Longitudinal Data Systems","","PreK-3rd Policy to Action Briefs outlines a national education movement aiming to improve learning for children ages 3 to 8 by creating a seamless continuum from PreK through Grade Three. It explains the aligned standards, curricula, assessments, and professional development required across PreK, Kindergarten, and Grades 1–3, and highlights funding, leadership, and family engagement. The brief also addresses the urgent need to measure continuous progress using state longitudinal data systems and identifies barriers such as fragmented delivery, unclear data definitions, mobility, and limited assessment information.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/prek-3rd-next-steps-for-state-longitudinal-data-systems/583413/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/prek-3rd-next-steps-for-state-longitudinal-data-systems/583413.png","ImageObject",300,407,{"name":42,"@type":43},"Jake","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the central goal of PreK-3rd education?","Question",{"text":63,"@type":64},"To create a seamless learning continuum from PreK through Third Grade and ensure well-aligned primary education for children.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What components make the PreK–3rd approach work across grades?",{"text":68,"@type":64},"Aligned standards and curricula, coordinated instruction and assessments, well-rounded curriculum, joint planning and shared professional development, and principal leadership to support collaboration.",{"name":70,"@type":61,"acceptedAnswer":71},"Why are state longitudinal data systems challenging for PreK-3rd?",{"text":72,"@type":64},"PreK is delivered through many sources with different funding mechanisms, data needs and electronic access are not well defined, young children experience high mobility, and existing assessment data for PreK-3rd is limited and inconsistent.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},583413,1792189192,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":117,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":103,"preview_page_count":4},962084928904,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","PreK-3rd: Next Steps for State Longitudinal Data Systems  \nby Donald J. Hernandez  \nPreK-3rd Policy to Action Briefs  \nPreK-3rd Policy to Action Briefs seek to promote the idea of PreK-3rd and to provide guidance for its implementation. The goal of PreK-3rd Grade Education is the creation of a seamless learning continuum from PreK to Third Grade.  \nPreK-3rd is a national movement of schools, districts, educators and universities seeking to improve how children from ages 3 to 8 learn and develop in schools. While these different efforts use a variety of names, all are working to connect high-quality PreK programs with high-quality elementary schools to create a well-aligned primary education for all our nation’s children.  \nWhat is PreK-3rd Education?  \nPreK-3rd approaches require that educational standards, curricula, assessment and professional development are strongly aligned across high-quality PreK, Kindergarten, First, Second and Third Grades.  \nThe PreK–3rd approach consists of:  \n• Public funding for Full-Day education starting at age three, including:  \n– Voluntary, Full-Day PreK for three-and four-year-olds  \n– Required, Full-Day Kindergarten  \n• Aligned educational strategies within and across grades, including:  \n– Aligned standards, sequenced curriculum, instruction, and assessments  \n– Well-rounded curriculum, including literacy, math, arts, physical education, social and emotional learning and science  \n– Regular joint planning and shared professional development among all PreK, Kindergarten, and 1st–3rd grade teachers and staff  \n• Principal leadership to support joint professional development and teacher collaboration around PreK-3rd curriculum and instruction  \n• Family engagement focused on supporting what children learn in school and on promoting a Dual-Generation strategy  \nPreK-3rd: Next Steps for State Longitudinal Data Systems Page 3  \nIntroduction  \nThe growing movement to strengthen PreK-3rd education as an essential foundation for student success, along with the rapid expansion in public funding for PreK, has created an urgent need to measure children’s educational progress, in a continuous fashion, from the beginning of PreK through Grade Three.  \nCurrently, some state governments are building longitudinal data systems that aim to:  \n• Provide information on teachers and programs;  \n• Identify students who would benefit from intervention and other services;  \n• Evaluate programs, schools, principals, and teachers;  \n• Inform local and state policy decisions.  \n(Bornfreund and Severns, 2010)  \nThese efforts have been implemented, in large part, with federal investments from the U.S. Department of Education’s Institute of Education Sciences and the American Recovery and Reinvestment Act of 2009 (Data Quality Campaign, 2011 (a, b, & c); Jennifer Cohen, 2010) .  \nMost data system development efforts, however, focus on K-12, with little or no attention paid to PreK education. It is essential that PreK data be included in state longitudinal data systems, because this is the only way in which it will be possible to analyze how the PreK experiences children have (or have not had) are related to later achievement in K-12 and beyond. But incorporating PreK poses difficult challenges. PreK education is provided by a wide variety of sources with varying funding mechanisms, making data collection and integration difficult. Furthermore, little systematic attention has focused on defining the kinds of information specific stakeholders—policymakers, school districts, schools, principals, teachers, and parents—need, or on developing electronic access to that information. Finally, data collection is complicated by high rates of student mobility within and across state lines, which has not been addressed in the development of these data systems.  \nBuilding on the work of the Data Quality Campaign (2011b), this brief recommends that the federal government convene a national advisory group, made up of policymakers, educa","cbCaifOmrNCMhucQ","https://ap.wps.com/l/cbCaifOmrNCMhucQ","pdf",878835,"English","# Introduction\n## What is PreK-3rd Education?\n## Barriers to Creating State Longitudinal Data Systems\n## Building Guidelines for Federal Support","[{\"question\":\"What is the central goal of PreK-3rd education?\",\"answer\":\"To create a seamless learning continuum from PreK through Third Grade and ensure well-aligned primary education for children.\"},{\"question\":\"What components make the PreK–3rd approach work across grades?\",\"answer\":\"Aligned standards and curricula, coordinated instruction and assessments, well-rounded curriculum, joint planning and shared professional development, and principal leadership to support collaboration.\"},{\"question\":\"Why are state longitudinal data systems challenging for PreK-3rd?\",\"answer\":\"PreK is delivered through many sources with different funding mechanisms, data needs and electronic access are not well defined, young children experience high mobility, and existing assessment data for PreK-3rd is limited and inconsistent.\"}]","PreK-3rd: Next Steps for State Longitudinal Data Systems | PDF",1792047118]