The importance of follow-through
Preschool Through Third Grade Alignment and Differentiated
Instruction: A Literature Review
August 2016 Prepared for: Policy and Program
Prepared by: Katie
Drummond Aleksandra Holod Marie Perrot Antonia Wang American Institutes for
Research Washington, DC 20007 Michèle Muñoz-Miller Mackson Ncube Herb Turner
Analytica Phoenixville, PA 19460
A brief excerpt of this 37 page report
Executive Summary
This literature
review provides a review of policies, programs, and practices that have the potential
to help students sustain the positive effects of preschool as they progress
from kindergarten through grade 3 (K–3). T
he U.S. Department of Education’s Policy and Program Studies
Service commissioned this systematic literature review, which focuses on two
specific approaches: (1) preschool and K–3 alignment, and (2) differentiated
instruction in kindergarten and first grade.
Background Research shows that participation in a
high-quality preschool can improve young children’s readiness skills for elementary
school, positively influencing behavioral, social-emotional, and cognitive
outcomes (Andrews, Jargowsky, & Kuhne, 2012). Specifically, for children
who may be at risk for academic challenges in early elementary school,
attending a high-quality preschool can improve test scores and attendance, and
it can reduce grade-level retention and placement in special education (Andrews
et al., 2012; Barnett, 2008; Karoly & Bigelow, 2005; Reynolds, 1993;
Reynolds et al., 2007).
However, some preschool program evaluations document that
strong initial benefits may not persist into early elementary school (Lipsey,
Farran, & Hofer, 2015; Magnuson, Meyers, Ruhm, & Waldfogel, 2005;
Manship, Madsen, Mezzanotte, & Fain, 2013; Ramey et al., 2000; U.S. Department
of Health and Human Services, 2010).
No comments:
Post a Comment