The report can be used to find how each state approaches specific policies, or to view a specific state’s approach by going to the individual state profiles page.
Key Takeaways
- Seventeen states, plus the District of Columbia, require children to attend kindergarten, although the length of day varies across states.
- Thirteen states, plus the District of Columbia, require the district to offer full-day kindergarten.
- Eighteen states, plus the District of Columbia, have policies in place to guide the transition from pre-K to kindergarten. This guidance often includes written transition plans, family engagement, teacher/provider meetings and assessment data linkages.
- Forty-two states, plus the District of Columbia, detail the interventions available to K-3 students, often including extended instructional time, parental engagement, evidence-based instruction, summer reading opportunities and small group instruction.
- Twenty-nine states, plus the District of Columbia, have retention policies in place, which are designed to support students who are not on grade level by the end of third grade.
- Forty states, plus the District of Columbia, emphasize social-emotional learning in K-3 in statute, rules or regulations. Usually, social-emotional learning is emphasized in kindergarten entrance assessments, school readiness definitions and/or teacher training requirements.
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