P-3 Early Learning & the Early Grades

Welcome to ECS' issue site on P-3 Early Learning & the Early Grades. This issue site is dedicated to issues relating to learning and development of children from birth to age 8.

Research firmly establishes that early experiences have a profound impact on the development of children's brains and the cognitive, social, emotional and physical foundations of their lives. In fact, 85% of brain development happens before age 5.

P-3 includes high-quality, voluntary, full-day preschool for all 3- and 4-year-olds, full-day kindergarten for all children, and fully aligned, both vertical and horizontal, grades pre-K through 3. It also refers to high-quality experiences at home and in other settings for children younger than 3, along with solid health and mental health services and family support.

P-3 is the foundation of learning years, important because research tells us that by 4th grade only one in three American children can read at grade level. Further, for Black, Latino and Native American children, four out of five 4th graders are not reading at grade level. These realities make the creation of a solid P-3 system an imperative. Such a system needs to be coordinated, coherent, sustainable, efficient and accountable. No single grade can lead to the outcomes children need and deserve so every element, every grade, needs to be high quality and well connected to the rest. As policymakers bring these programs together into a functioning system, it is critical that they also consider how these programs and services are embedded in our K-20 education system.

The "Issue Breakouts" that follow contain information on the important policy questions facing decisionmakers as they address these issues.

"P-3 Early Grades" addresses the first six grades once children start school. What do policymakers need to consider to ensure kids are receiving the high-quality, age-appropriate experiences they need to be successful when they leave the primary grades? How can policymakers make sure every child leaves the early years reading and prepared for 4th-grade work?

"P-3 Systems" addresses overarching elements important to both the earliest years and the early grades, including system elements such as governance, finance, quality and other cross-cutting concerns. What should policymakers do to create seamless systems of programs and services? What kinds of governance structures facilitate effective coordination of existing resources? How do policymakers address professional preparation for and teaching in the early grade to assure top notch student success.