Description:
To determine whether and how states are trying to address this problem, New America's Early & Elementary Education Policy team developed a B-3rd state policy framework informed by research and discussions with other early education experts. Our framework includes state policies in six areas that are essential for supporting children's literacy development and policies that should be part of reading laws when they exist: 1. Educators: Teachers and Leaders; 2. Standards, Assessment, and Data; 3. Equitable Funding; 4. Pre-K: Access and Quality; 5. Full-Day Kindergarten: Access and Quality; 6. Dual Language Learner Supports; 7. Third Grade Reading Laws. Most of the policies in our scan center on PreK-3rd grade, but given the importance of what happens before pre-K, we also include a few areas where states can and should establish policies to better support children's literacy and overall learning and development from birth. We placed states into the categories of Crawling, Toddling, or Walking based on their progress toward achieving 65 policy indicators across our seven individual policy areas and across all of them together. Below we discuss our methods, the policy areas that we included and those that we did not include but see as also important, complex issues in realizing policy goals, and state progress on the indicators. (author abstract)
Resource Type:
Reports & Papers
Publisher(s):
Country:
United States
State(s)/Territories/Tribal Nation(s):
Alabama;
Alaska;
Arizona;
Arkansas;
California;
Colorado;
Connecticut;
Delaware;
District of Columbia;
Florida;
Georgia;
Hawaii;
Idaho;
Illinois;
Indiana;
Iowa;
Kansas;
Kentucky;
Louisiana;
Maine;
Maryland;
Massachusetts;
Michigan;
Minnesota;
Mississippi;
Missouri;
Montana;
Nebraska;
Nevada;
New Hampshire;
New Jersey;
New Mexico;
New York;
North Carolina;
North Dakota;
Ohio;
Oklahoma;
Oregon;
Pennsylvania;
Rhode Island;
South Carolina;
South Dakota;
Tennessee;
Texas;
Utah;
Vermont;
Virginia;
Washington;
West Virginia;
Wisconsin;
Wyoming