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Understanding Cross-Systems Transitions from Head Start to Kindergarten: A Review of the Knowledge Base and a Theory of Change

Ehrlich, Stacy B., Kyle DeMeo Cook, Dana Thomson, Kristie Kauerz, Mitchell R. Barrows, Tamara Halle, Molly F. Gordon, Margaret Soli, Andrew Schaper, Sarah Her, & Gabriella Guerra; USDHHS Office of Planning, Research, and Evaluation

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Transitions between two educational settings can bring about new experiences and expectations for children and their families. In the early care and education (ECE) context, when children transition from Head Start to kindergarten, they are confronted with different places, people, activities, and relationships. This transition also occurs between two distinct educational systems, with differing and often contradictory governance structures, philosophies, and accountability metrics.

To promote ongoing learning and build upon early successes fostered by Head Start, both ECE providers and K-12 local education agencies (LEAs) must consider each other’s roles and coordinate their efforts through alignment of transition goals, approaches, and practices. The current report summarizes a review of the literature, highlights key informant perspectives, and presents a theory of change for transition strategies and coordinated transition practices intended to support teachers, families, and children moving between systems.

Published

September 1, 2021

Topic

Alignment and Coherence Getting Started Sustainable Implementation Transforming Kindergarten

Category

Evidence Base & Research

Audience

Local Leaders States & Policymakers

Resource Type

Knowledge/Articles

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Center to Improve Social and Emotional Learning and School Safety
  • Peer Collaboratives
    • Transforming Kindergarten
    • Data for Truth and Action
    • Comprehensive School Safety
    • Alignment, Coherence, and Strategic Communication
  • State Profiles
  • Resources
  • News
  • Events
  • About
    • Our Work
    • Our Team
    • Contact Us

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