Explaining Pre-K Fade-Out? Content Coverage Redundancy in Pre-K and Kindergarten

• In Event: 79.038 - Early Childhood Education and the Transition to Kindergarten

Abstract

In a recent study in North Carolina, we found evidence of strong horizontal alignment between the standards, curricula, and assessments in the state’s PreK program (NC PreK) and relatively weak vertical alignment of these instructional components between PreK and kindergarten. The finding made us wonder: Could a lack of vertical alignment between the sectors mean that children who attend NC PreK are being taught the same content again once they hit kindergarten? Using data from surveys of PreK and kindergarten teachers as well as interviews with state and district officials and program providers, we find that much of what is taught in key reading and numeracy domains in North Carolina’s PreK program is being re-taught in the state’s kindergarten classrooms.

Authors

• Lora A. Cohen-Vogel, University of North Carolina - Chapel Hill

• Michael Little, University of North Carolina - Chapel Hill

• Margaret R. Burchinal, University of North Carolina - Chapel Hill

• James Sadler, University of North Carolina - Chapel Hill