Education Commission of the States has researched K-3 Quality policies in all states to provide this comprehensive resource. Click on the questions below for 50-state comparisons showing how all states approach specific K-3 Quality policies. Or, choose to view a specific state’s approach by going to the individual state profiles page.
– Eighteen states plus D.C. provide guidance for the pre-K to kindergarten transition process. This guidance often includes written transition plans, family engagement, teacher/provider meetings and assessment data linkages.
– Some form of teacher preparation and/or professional development in reading is required for educators in K-3 in at least 37 states. Many of these requirements include training on reading instruction, using reading assessment results and providing interventions.
– Twenty-one states plus D.C. require some level of parental involvement in the promotion/retention process.
– Thirty-six states plus D.C. emphasize social-emotional learning in grades 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.