Education Commission of the States has researched K-3 Quality policies in all states to provide this comprehensive resource. Click on the questions below for 50-state comparisons showing how all states approach specific K-3 Quality policies. Or, choose to view a specific state’s approach by going to the individual state profiles page.

Key takeaways

  • Eighteen states plus D.C. provide guidance for the pre-K to kindergarten transition process. This guidance often includes written transition plans, family engagement, teacher/provider meetings and assessment data linkages.
  • Some form of teacher preparation and/or professional development in reading is required for educators in K-3 in at least 37 states. Many of these requirements include training on reading instruction, using reading assessment results and providing interventions.
  • Twenty-one states plus D.C. require some level of parental involvement in the promotion/retention process.
  • Thirty-six states plus D.C. emphasize social-emotional learning in grades K-3 in statute, rules or regulations. Usually, social-emotional learning is emphasized in kindergarten entrance assessments, school readiness definitions, and/or teacher training requirements.

50-state comparisons:

Basic Requirements

School Readiness and Transitions

Assessment, Intervention and Retention

Instructional Quality

Family Engagement

Social-Emotional Learning

Related Resources
Companion Document: 50-State Comparison of K-3 Quality, Alyssa Auck, Bruce Atchison, ECS (2016)
Initiatives from Preschool to Third Grade: A Policymakers Guide Bruce Atchison, Emily Workman, Sarah Daily, ECS (2014)

Staff Contact
Alyssa Auck
aauck@ecs.org
303-299-3691


 PUBLISHED: July 18, 2016

 AUTHOR(S):

 RESOURCE TYPE:

 EDUCATION LEVEL:

 STATE(S): Nationwide

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