Reflecting on Systems Change - Learning from the Partnership for Pre-K Improvement

Oct 15, 2026

Uploaded by Sarah

Reflecting on Systems Change: Learning from the Partnership for Pre-K Improvement summarizes the Partnership for Pre-K Improvement (PPI), launched in 2016 by the Bill & Melinda Gates Foundation, and concludes lessons from five years of multi-state learning and implementation. The report explains how high-quality preschool supports academic and social-emotional development, highlights gaps where many states miss process-quality benchmarks, and examines why quality improvements often remain unsustainable without strong state-level infrastructure. It synthesizes theory-of-change insights, state snapshots, and implications for advancing quality and equity.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

The Partnership for Pre-K Improvement (PPI)

PPI Theory of Change

State Snapshots

Foundational Assumptions and What We Learned

Implications and Discussion

Endnotes

References

Acknowledgments

Reflecting on Systems Change Learning from the Partnership for Pre-K Improvement MARCH 2 0 2 2 R E F LECTI NG O N SYSTE MS C HANG E: Learning from the Partnership for Pre-K Improvement Contents The Partnership for Pre-K Improvement (PPI) ........................................................................................................................ 3 PPI Theory of Change .............................................................................................................................................................................. 5 State Snapshots ......................................................................................................................................................................................... 7 Oregon ............................................................................................................................................................................................................. 8 Tennessee ...................................................................................................................................................................................................... 9 Washington................................................................................................................................................................................................. 10 Foundational Assumptions and What We Learned............................................................................................................ 11 Implications and Discussion ............................................................................................................................................................ 18 Endnotes ...................................................................................................................................................................................................... 21 References ..................................................................................................................................................................................................22 Acknowledgments................................................................................................................................................................................ 23 AUTHORS Start Early Maia Connors, Ann Hanson, Isabel Farrar Alliance for Early Success Albert Wat Cultivate Learning at the University of Washington Gail Joseph, Molly Branson-Thayer, Bezawit Semu, Melissa Becker Molly Branson-Thayer is now at Teaching Lab; Melissa Becker is now at Partners for Our Children atthe University of Washington School of Social Work. SUGGESTED CITATION Connors, M. , Hanson, A. , Farrar, I. , Wat, A. , Joseph, G. , Branson-Thayer, M. , Semu, B. , and Becker, M. (2022) .“Reflecting on Systems Change: Learning from the Partnership for Pre-K Improvement.” Start Early. For more information, please visit [www.upk-improvement.org](www.upk-improvement.org) or contact one of the following [authors:](authors: Maia Connors at mconnors@startearly.org)[ Maia Connors at mconnors@startearly.org](authors: Maia Connors at mconnors@startearly.org) or Ann Hanson [at ahanson@startearly.org](at ahanson@startearly.org). START EARLY [2 ] R E F LECTI NG O N SYSTE MS C HANG E: Learning from the Partnership for Pre-K Improvement The Partnership for Pre-K Improvement (PPI) The Partnership for Pre-K Improvement (PPI) was launched by the Bill & Melinda Gates Foundation in 2016 as a project with a vision to develop and sustain high-quality, equitable pre-K programs that produce improved and more-equitable kindergarten readiness and greater academic success for children through the early elementary grades. The multiyear, multistate effort aimed to learn in partnership with states across government leaders, advocates and researchers about how to systematica

FAQs

What is the Partnership for Pre-K Improvement (PPI) and when was it launched?

PPI was launched by the Bill & Melinda Gates Foundation in 2016. After five years, it concluded in summer 2021 with lessons and resources for state leaders.

Why does the report emphasize high-quality preschool?

Research cited in the report identifies high-quality preschool education as a critical mechanism for supporting students’ academic and social-emotional development, especially for children of color and those from economically disadvantaged backgrounds.

What quality gap does the report highlight across many states?

The report notes that while many states improve structural elements of quality (such as ratios, learning time, and qualifications), only a small number meet all process-quality focused benchmarks, leaving persistently low or mediocre teaching quality.

Oct 15, 2026

Uploaded by Sarah