- Better integrate and align federal policy, regulation, and funding to enable states and communities to build a coherent system of early learning from pre-K programs through third grade
- Coordinate and streamline state and local governance
- Expand funding for pre-kindergarten through third grade learning to ensure that all children—particularly the most at-risk children—have access to high-quality, full-day learning experiences
- Ensure that funding for the full continuum of pre-K programs through third grade learning is directed to programs of high quality
- Leverage and integrate private funding with public resources
- Create an aligned continuum of research-based, age-appropriate standards for young children that include a focus on social, emotional, cognitive, language, and physical development, and creative learning, as well as school-related skills
- Develop and support an effective, well-compensated workforce with high-quality teacher and administrator preparation programs, professional development, and continuing education. These educators should be versed in the full continuum of early childhood education.
- Develop and administer age-appropriate assessments that include both formative and summative evaluations to help guide teaching and learning and to inform program effectiveness
- Develop state and local longitudinal data systems that include pre-K student and program information
- Evaluate models of early learning integration and alignment through research
Guernsey acknowledged that some of these steps will require a large amount of work.
“There are some bite-sized [steps], and there are some other really big shifts in culture and in governance that need to take place,” she said.
One of these shifts is a more reliable flow of funding.
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