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
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).