Among the many ways in which schools are being transformed by the COVID-19 pandemic, the change in kindergarten enrollment is likely to have important consequences in classrooms across the nation. Because the academic and nonacademic skills students develop in their preschool and early elementary school years are foundational to important longer-term outcomes, understanding these changes and finding ways to effectively support our youngest students’ learning is critical for educators and leaders. Drawing on recent research, we offer four timely considerations for district, school, and classroom leaders.

The Wall Street Journal‘s Susan Pinker reports on new research examining the extent to which the benefits of pre-K education persist through kindergarten.

This study examined the benefits of pre-K through the end of kindergarten for children from low-income homes in a large and diverse county, and factors associated with a reduction in benefits during the kindergarten year.

Data on children’s academic preparation at kindergarten entry tell a story of both declining achievement and shrinking gaps.

Learn what research shows about the variation in math skills early learners have when they enter kindergarten and ways to support building of these foundational skills.

This study examines academic skills at kindergarten entry from 2010 and 2017 using data from over 2 million kindergarten students.

Does entering school older give students an edge? New research suggests an early advantage may fade in later grades.