Document Type
Report
Publication Date
8-2018
Subjects
Readiness for school -- Oregon, Early childhood education, Kindergarten -- Oregon
Abstract
Across the United States, there is a growing recognition that early education and K-12 systems require transformative changes to address racial, ethnic, linguistic and economic disparities in school readiness and success.
Prenatal-through-Grade-3 (P-3) initiatives address these disparities by coordinating, strengthening and aligning fragmented support systems for families and children from birth through third grade.
These increasingly popular initiatives:
- Are based on accumulating evidence that standalone early childhood and school-based programs are not sufficient to sustain long-term success for children facing early childhood inequities
- Take a collective impact approach that brings families, early childhood providers, K-12 staff and other partners together to work toward the shared goal of improving school readiness and success
- Build on the strengths of diverse programs and partners, identifying and addressing gaps in the system of supports and working together — rather than in isolation — to foster school readiness and success Since 2010, Portland State University’s P-3 evaluation team has partnered with Oregon communities to collect information on the implementation and outcomes of P-3 initiatives. In reviewing this information and related national research, we have identified two sets of key elements for successful P-3 initiatives.
- Foundations are the basic functional elements needed to establish a successful P-3 initiative.
- Catalysts are elements that promote and sustain the initiative’s progress toward improving educational systems, programs and outcomes.
Using a school bus as an analogy, foundations are functional features such as the tires, seats, and engine and travel route. Catalysts are energizing factors that move the bus from point A to point B, such as fuel, a driver and a feedback system that provides information on course corrections and progress toward the destination.
This summary describes both types of elements and offers examples of their use in P-3 work. We believe this framework provides a useful set of organizing principles to maximize the effectiveness of P-3 initiatives.
Persistent Identifier
https://archives.pdx.edu/ds/psu/29250
Citation Details
Patterson, L., Green, B. L., Lambarth, C. H., Burton, M. & Reid, D. (2018). Building Successful P-3 Initiatives: Foundations and Catalysts for Systems Change. Portland, OR: Center for Improvement of Child & Family Services, Portland State University
Executive Summary
Included in
Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Social Work Commons
Description
The executive summary is the available in the Additional Files below.