Thinking P-3: Supporting Students From Age 3 to Grade 3, and Beyond | LFA: Join The Conversation - Public School Insights

Thinking P-3: Supporting Students From Age 3 to Grade 3, and Beyond | LFA: Join The Conversation - Public School Insights:

Thinking P-3: Supporting Students From Age 3 to Grade 3, and Beyond

By National Association of Elementary School Principals on October 14, 2013

By Gail Connelly, Executive Director, National Association of Elementary School Principals(NAESP)
Early childhood education may be the single most important part of a successful learner’s P-12 experience. Because of that, early learning is an essential focus for elementary school leaders.
Nationwide, more than one out of every three third-grade students is still unable to read at grade level. Later, students drop out of high school at roughly the same rates as those who were struggling to read in elementary school. These are important reminders to elementary (and middle) school principals about how early the patterns of future success or failure are formed in the students they work with every single day.
NAESP understands the significance of early childhood education and the need to support a seamless continuum of learning for children coming from high-quality early childhood learning settings to the early grades, or from “age three to grade three.” Building an aligned P-3 system is a national and state priority. Investment in early childhood education systems and practices are essential to ensure that all children have a chance to learn on equal footing— especially those from low-income or disadvantaged backgrounds, who are at risk of beginning their primary education years behind their peers.
Over the past several decades, a large body of research has demonstrated that high-quality early education promotes long-term student achievement and reduces the need for costlier