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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reflecting-on-systems-change-learning-from-the-partnership-for-pre-k-improvement/586778/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reflecting-on-systems-change-learning-from-the-partnership-for-pre-k-improvement/586778.png","ImageObject",300,407,{"name":92,"@type":93},"Sarah ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the Partnership for Pre-K Improvement (PPI) and when was it launched?","Question",{"text":112,"@type":113},"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.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the report emphasize high-quality preschool?",{"text":117,"@type":113},"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.",{"name":119,"@type":110,"acceptedAnswer":120},"What quality gap does the report highlight across many states?",{"text":121,"@type":113},"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.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586778,1792209435,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},962085320529,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Reflecting on Systems Change  \nLearning from the Partnership for Pre-K Improvement  \nMARCH 2 0 2 2  \nR E F LECTI NG O N SYSTE MS C HANG E:  \nLearning from the Partnership for Pre-K Improvement  \nContents  \nThe Partnership for Pre-K Improvement (PPI) ........................................................................................................................ 3  \nPPI Theory of Change .............................................................................................................................................................................. 5  \nState Snapshots ......................................................................................................................................................................................... 7  \nOregon ............................................................................................................................................................................................................. 8  \nTennessee ...................................................................................................................................................................................................... 9  \nWashington................................................................................................................................................................................................. 10  \nFoundational Assumptions and What We Learned............................................................................................................ 11  \nImplications and Discussion ............................................................................................................................................................ 18  \nEndnotes ...................................................................................................................................................................................................... 21  \nReferences ..................................................................................................................................................................................................22  \nAcknowledgments................................................................................................................................................................................ 23  \nAUTHORS  \nStart Early  \nMaia Connors, Ann Hanson, Isabel Farrar  \nAlliance for Early Success  \nAlbert Wat  \nCultivate Learning at the University of Washington  \nGail Joseph, Molly Branson-Thayer, Bezawit Semu, Melissa Becker  \nMolly Branson-Thayer is now at Teaching Lab; Melissa Becker is now at Partners for Our Children atthe University of Washington School of Social Work.  \nSUGGESTED CITATION  \nConnors, 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.  \nFor more information, please visit [www.upk-improvement.org](www.upk-improvement.org) or contact  \none of the following [authors:](authors: Maia Connors at mconnors@startearly.org)[ Maia Connors at mconnors@startearly.org](authors: Maia Connors at mconnors@startearly.org)  \nor Ann Hanson [at ahanson@startearly.org](at ahanson@startearly.org).  \nSTART EARLY [2 ]  \nR E F LECTI NG O N SYSTE MS C HANG E:  \nLearning from the Partnership for Pre-K Improvement  \nThe Partnership for Pre-K Improvement (PPI)  \nThe 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","cbCairIVwP4aqZVe","https://ap.wps.com/l/cbCairIVwP4aqZVe","pdf",846175,24,"English","# The Partnership for Pre-K Improvement (PPI)\n## PPI Theory of Change\n## State Snapshots\n## Foundational Assumptions and What We Learned\n## Implications and Discussion\n## Endnotes\n## References\n## Acknowledgments","[{\"question\":\"What is the Partnership for Pre-K Improvement (PPI) and when was it launched?\",\"answer\":\"PPI was launched by the Bill \\u0026 Melinda Gates Foundation in 2016. After five years, it concluded in summer 2021 with lessons and resources for state leaders.\"},{\"question\":\"Why does the report emphasize high-quality preschool?\",\"answer\":\"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.\"},{\"question\":\"What quality gap does the report highlight across many states?\",\"answer\":\"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.\"}]","Reflecting on Systems Change - Learning from the Partnership for Pre-K Improvement | PDF",1792059314]