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Download full textOffice of Planning, Evaluation and Policy Development, US Department of Education, 2016
Some early childhood experts assert that the effects of preschool may diminish if curricula and instructional strategies from preschool through grade 3 are not well aligned. A second explanation for why initial benefits of preschool may not persist is that children who make early gains in preschool may not have the opportunity to maintain their…
Descriptors: Primary Education, Alignment (Education), Individualized Instruction, Literature Reviews
Drummond, Katie; Holod, Aleksandra; Perrot, Marie; Wang, Antonia; Muñoz-Miller, Michèle; Ncube, Mackson; Turner, Herb – Office of Planning, Evaluation and Policy Development, US Department of Education, 2016
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). The U.S. Department of Education's Policy and Program Studies Service commissioned this systematic literature review, which…
Descriptors: Primary Education, Alignment (Education), Individualized Instruction, Literature Reviews
Magill, Kathleen; Hallberg, Kelly; Hinojosa, Trisha; Reeves, Cynthia – Office of Planning, Evaluation and Policy Development, US Department of Education, 2010
The Rural and Low-Income School (RLIS) program is part of the Rural Education Achievement Program (REAP) that was authorized under Title VI, Part B of the "Elementary and Secondary Act of 1965" ("ESEA"), as amended by the "No Child Left Behind Act of 2001" ("NCLB"). The RLIS program provides additional funds…
Descriptors: Strategic Planning, School Activities, Curriculum Evaluation, Federal Programs
