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Tytuł pozycji:

Using Local, State, and Federal Dollars to Improve Pre-K to K Transitions

Tytuł:
Using Local, State, and Federal Dollars to Improve Pre-K to K Transitions
Autorzy:
Bornfreund, Laura
Ewen, Danielle
McDonald, Davida
New America
Temat:
Kindergarten
School Districts
Elementary Schools
School Role
Teacher Role
Board of Education Role
School Readiness
Transitional Programs
Educational Legislation
Federal Legislation
Disabilities
Equal Education
Federal Aid
Child Care
Grants
Block Grants
Local Government
State Government
Federal Government
Government Role
Financial Support
Early Intervention
Federal Programs
Język:
English
Źródło:
New America. 2019.
Dostępność:
New America. 740 15th Street NW Suite 900, Washington, DC 20005. Tel: 202-986-2700; Fax: 202-986-3696; Web site: https://www.newamerica.org
Recenzowane naukowo:
N
Page Count:
31
Data publikacji:
2019
Sponsoring Agency:
Heising-Simons Foundation
Typ dokumentu:
Reports - Descriptive
Education Level:
Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Laws, Policies and Program Identifiers:
Every Student Succeeds Act 2015
Individuals with Disabilities Education Act
Child Care and Development Block Grants
Race to the Top
Abstractor:
ERIC
Data wpisu:
2019
Numer akcesji:
ED599756
Raport
How can local education agencies (LEAs), elementary schools, and teachers make sure the kindergarten year deepens and builds on children's previous learning? What are the best ways to keep children and families connected to school and engaged in learning? And how can LEAs, schools, and classroom teachers provide the smoothest transition possible into kindergarten? These are questions that states, LEAs, and public elementary schools must address or risk lost time, learning, and engagement. There are a number of federal programs that can help support state and local efforts to improve transitions for new kindergarteners and their families, including the Every Student Succeeds Act (ESSA), Individuals with Disabilities Education Act (IDEA), Head Start Act, and the Child Care and Development Block Grants (CCDBG). Yet, in each of these programs, improved transitions for children are just one of many goals embedded in the program are competing for funding and time at the state and local level. To help state and local leaders focus their efforts to support smooth transitions, especially into kindergarten, this report discusses why transitions matter, highlight effective practices, explain funding streams that can support transition planning and activities, and share state and local examples.

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