Exploring Pre‐K Age 4 Learning Standards and Their Role in Early Childhood Education: Research and Policy Implications

Abstract Currently in the United States, 50 states, 5 territories, and the District of Columbia have established prekindergarten (pre‐K) age 4 learning standards that are intended to outline skills and knowledge that set children on a path to success in kindergarten and upcoming grades. These standards are emphasized as a centralizing force in early childhood education, providing a bridge strengthening ties between preschool and elementary grades. This report presents a national study of pre‐K age 4 learning standards based on an online survey completed by early childhood state and territory directors and administrators, geographically diverse focus groups representing a subsample of survey respondents, and one‐on‐one interviews composed of a sample of both focus group and survey participants. Data were collected from these sources and by direct examination of pre‐K age 4 learning standards documents. Responses to survey, focus group, and interview questions advanced current knowledge regarding the purpose, history, and development of pre‐K age 4 learning standards, comprehensiveness of standards documents, standards‐related supports for teachers, and pre‐K to kindergarten alignment. Systematic analysis of pre‐K age 4 learning standards documents revealed extensive variation across titles, organization, terminology, and enriching materials, such as teacher strategies and child examples that assist teachers in implementing standards. A surprising finding is the positive view among early childhood leaders in focus groups and interviews toward establishing national pre‐K age 4 learning standards. The report concludes with a brief discussion of implications of this study followed by recommendations to inform state and federal early childhood leaders, education‐focused philanthropic foundations, and others in the field of early childhood education.