Full-Day Kindergarten (FDK) has been demonstrated to dramatically improve educational outcomes for students when compared to their half-day counterparts. This investment can be even more impactful than reducing student-teacher ratios and helps prevent fadeout from high-quality preschool. Lastly, it has demonstrated significant benefits for Hispanic/Latino students, developed the literacy abilities for all students, and reduced the likelihood of later grade retention. Currently, 14 states plus D.C. require FDK.

Social-Emotional Development (SED) curriculum and standards help ensure that all students have the skills necessary to thrive in school, career and life. The need to develop and educate the whole student is especially important for schools serving large numbers of students living in poverty and who have high incidences of disciplinary action, for example. All 50 states currently have early (preschool) SED standards, yet it is rare to find these at the K-12 level. Teacher training/preparation, KEAs, statewide definitions of school readiness, early learning guidelines (K-3) and SED curriculum are all methods.

Kindergarten Entry Assessments (KEAs) are the tools utilized by schools to assess the level of knowledge and school readiness abilities in students as they enter the formal K-12 school environment. KEAs are utilized to individualize instruction, identify needs for additional testing and determine class placement. KEAs are required in 30 states plus D.C.

English Language Learner (ELL) reclassification refers to the process of exiting an ELL from second language acquisition programming (or many other types) and entering them into mainstream English classrooms with little or no native language support. There is tremendous variation across states in the criteria utilized to determine when an ELL will be exited; this process is required to be standardized at the state level under the Every Student Succeeds Act.

Small teacher-student ratios (1:15) have been demonstrated to be the most effective for improving students’ educational and social-emotional outcomes. Yet this is a challenge for funding as it requires the hiring of more teachers, or in some cases assistant teachers. States vary immensely in these ratios, ranging from 1:15 all the way up to 1:33.

Not Specified
1:15-1:18
1:20-1:25
1:26-1:33
Based on grade level
(K2 is generally lower
than 3-4