Currently, some state goverments are building longitudinal data systems that aim to: provide information on teachers and programs; identify students who would benefit from intervention and other services; evaluate programs, schools, principals, and teachers; and inform local and state policy decisions. It is essential that PreK data be included in these systems so that we can analyze how PreK experiences relate to achivement in K-12 and beyond.
Hernandez, D.J. (2012). PreK-3rd: Next steps for state longitudinal data systems. New York: Foundation for Child Development.
- State-Level Perspectives