1

Non-Regulatory Guidance

Early Learning in the Every Student 

Succeeds Act

Expanding Opportunities to Support our 

Youngest Learners
2

The U.S. Department of Education does not mandate or prescribe practices, models, or other activities in this non-regulatory 

guidance document. This guidance contains examples of, adaptations of, and links to resources created and maintained by other

public and private organizations. This information, informed by research and gathered in part from practitioners, is provided for 

the reader’s convenience and is included here to offer examples of the many resources that educators, parents, advocates, 

administrators, and other concerned parties may find helpful and use at their discretion. The U.S. Department of Education does 

not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information. Further, the inclusion 

of links to items and examples do not reflect their importance, nor are they intended to represent or be an endorsement by the 

U.S. Department of Education of any views expressed, or materials provided.

U.S. Department of Education (Department) grant and subgrant recipient(s) must comply with Federal civil rights laws that 

prohibit discrimination based on race, color, national origin, sex, disability, and age. These laws include Title VI of the Civil 

Rights Act of 1964, Title IX of the Education Amendments of 1972, Title II of the Americans with Disabilities Act, the Equal 

Educational Opportunities Act (EEOA), Section 504 of the Rehabilitation Act of 1973, and the Age Discrimination Act of 1975. 

Further, Section 427 of the General Education Provisions Act (20 U.S.C. §1228a(a)) requires direct Department grant 

recipient(s) to include in their application(s) for Department program funds a description of the steps the applicant proposes to 

take to ensure equitable access to, and participation in, its Federally-assisted program for students, teachers, and other program 

beneficiaries with special needs. In addition, subgrant recipient(s) must include this description in their applications to the 

relevant direct grant recipient(s) for Department program subgrant funds. This provision allows applicants discretion in 

developing the required description. The statute highlights six types of barriers that can impede equitable access or 

participation: gender, race, national origin, color, disability, or age. Based on local circumstances, affected Department grant 

and subgrant recipient(s) should determine whether these or other barriers may prevent their students, teachers, etc. from such 

access or participation in, the Federally-funded project or activity. 

U.S. Department of Education

John King

Secretary

Ann Whalen

Delegated the authority to perform the functions and duties of Assistant Secretary for Elementary and Secondary 

Education

October 2016

This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to

reprint this publication is not necessary, the citation should be: U.S. Department of Education, Office of 

Elementary and Secondary Education, Non-Regulatory Guidance Early Learning in the Every Student Succeeds 

Act: Expanding Opportunities to Support our Youngest Learners, Washington, D.C., 2016.

This report is available at http://www2.ed.gov/policy/elsec/leg/essa/index.html.

Availability of Alternate Formats

On request, this publication is available in alternate formats, such as Braille, large print or computer diskette. For

more information, contact the Department’s Alternate Format Center at 202-260-0852 or by contacting the 504

coordinator via email at OM_eeos@ed.gov.

Notice to Limited English Proficient Persons

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translation services, please call 1-800-USA-LEARN (1-800-872-5327), TTY: 1-800-437-0833), or e-mail us at 

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Or write to

U.S. Department of Education Information

Resource Center

LBJ Education Building

400 Maryland Ave. SW

Washington, DC 20202
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Contents 

Purpose of the Guidance..................................................................................................................4

Introduction......................................................................................................................................4

Benefits of High-Quality Early Learning........................................................................................5

Expanding Access to High Quality Early Learning........................................................................7

Title I Preschool...................................................................................................................9

Charter Schools .................................................................................................................11

Preschool Development Grants..........................................................................................12

Programs for Special 

Populations....................................................................................................12

Ensuring Alignment, Collaboration and Coordination..................................................................16

Coordinating and Collaborating Across Programs............................................................17

Vertical Alignment from Preschool to Third Grade..........................................................20

Supporting Educators.................................................................................................................22

Title I ..................................................................................................23

Title II.................................................................................................24

Title III................................................................................................25

Conclusion.............................................................................................................................26

Appendix A: Early Learning Requirements and Opportunities in ESEA...... .............................27

Appendix B: Resources by Topic Area ...................................................................33

Tables

Table 1: Mechanisms through which schools and LEAs can use their Title I, Part A funds to 

support preschool programs.................................................................................10

Table 2: Supports for Children who are American Indians, Alaska Natives, and Native 

Hawaiians......................................................................................................16

Table 3: Examples of Alignment, coordination, and Collaboration of P-12 Programs.............17

Table 4: Examples of how Title I, Part A; Title II, Part A: and Title III, Part A can be used to 

support early learning professional development and capacity building..............................25
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Purpose of the Guidance

The U.S. Department of Education has determined that this document is significant guidance 

under the Office of Management and Budget’s “Final Bulletin for Agency Good Guidance 

Practices,” 72 Federal Regulations 3432 (Jan. 25, 2007). (See 

www.whitehouse.gov/sites/default/files/omb/memoranda/fy2007/m07-07.pdf.) Significant 

guidance is non-binding and does not create or impose new legal requirements. The Department 

is issuing this guidance to provide State and local educational agencies with information to assist 

them in meeting their obligations under the Elementary and Secondary Education Act. 

If you are interested in commenting on this guidance, please email us at 

OESEGuidanceDocument@ed.gov or write to us at the following address: 

U.S. Department of Education 

Office of Elementary and Secondary Education 

400 Maryland Ave. SW 

Washington, DC 20202 

For more information about the Department’s guidance processes, please visit 

www2.ed.gov/policy/gen/guid/significant-guidance.html.

Introduction

Over 50 years ago, the Elementary and Secondary Education Act of 1965 (ESEA) was signed 

into law by President Lyndon Baines Johnson, who believed that "full educational opportunity" 

should be "our first national goal." Today, with the law’s reauthorization through the Every 

Student Succeeds Act (ESSA), the U.S. Department of Education (Department) continues to build

on the civil rights legacy of the original law by providing protections for our most vulnerable 

students and directing federal resources toward programs and strategies that help all students

thrive. Early learning is woven throughout the ESEA, as amended by the ESSA,

1

as a means of 

addressing education equity in order to eliminate disparities in student achievement and support 

students’ school success. With this reauthorization, the ESEA has been transformed from a K–12 

education law to one which envisions a preschool through 12th grade (P–12) continuum of 

learning. 

While expanding opportunities for high-quality preschool is important, early education is not a 

panacea; it must be followed by strong kindergarten through third grade programs, and education 

that prepares students graduating from high school to succeed in college and careers. The 

Department’s strategic goal for early learning is to improve the health, social-emotional, and 

cognitive outcomes for all children from birth through third grade. This will ensure that all 

children, particularly those with high needs, are on track to graduate from high school college

and career ready. This guidance is intended to remind State and local decision-makers about the 

importance of investing in early learning, highlight the opportunities available under the law to 

 

1 Unless otherwise indicated, references to the ESEA in this document refer to the ESEA as amended by the ESSA.
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strengthen early education, and provide examples of how States and local communities may 

support young children’s success in school.

The ESEA contains provisions across its programs to assist State educational agencies (SEAs), 

local educational agencies (LEAs), outlying areas, the Bureau of Indian Education (BIE),

schools, and community-based organizations to support early learning in these three main ways: 

(1) expanding access to high-quality early learning; (2) encouraging alignment and collaboration

from birth through third grade; and (3) supporting educators. Although only a few programs 

under the ESEA require that funds be used to support early learning, others allow early learning 

as one of many uses of funds. In addition, there are areas where early learning is not explicitly 

mentioned, yet policymakers may consider it as an effective strategy that can further the stated

goals of the provision within the law. Appendix A demonstrates the many opportunities that exist 

throughout the ESEA, by title, to support our youngest learners. While this guidance references 

opportunities for supporting early learning under the ESEA, it is not meant to be an exhaustive 

list of every opportunity, nor a comprehensive description of each program authorized in the law.

Benefits of High-Quality Early Learning

Early childhood is a critical period of learning and development, and young children’s 

experiences lay the foundation for success in school and in life.

2 A robust body of research 

shows that high-quality early learning, starting at birth and continuing through third grade, can 

promote healthy social-emotional development, assist with English language acquisition, and 

help build a strong academic foundation.3 High-quality early learning programs also help to 

narrow achievement gaps between children from low-income families and their more affluent 

peers, which are detectable as early as nine months of age.4 A National Center for Education 

Statistics longitudinal study shows that children who attended center-based preschool programs 

in the year before kindergarten earned higher scores at the beginning of kindergarten on math, 

reading, cognitive flexibility, and for approaches to learning (e.g., attentiveness, persistence, and 

eagerness to learn) than their peers who did not participate in an early learning program the year 

before starting kindergarten5 While all children benefit by participating in high-quality early 

learning programs, the achievement gains are largest for children from low-income families and 

others who have been traditionally underserved.

6

 

2National Research Council, Eager to Learn: Educating Our Preschoolers, Committee on Early Childhood Pedagogy, Barbara T. Bowman, M. 

Suzanne Donovan, and M. Susan Burns (Eds.), Commission on Behavioral and Social Sciences and Education, (Washington, DC: National 

Academy Press, 2001); National Research Council and Institute of Medicine, From Neurons to Neighborhoods: The Science of Early Childhood 

Development, Committee on Integrating the Science of Early Childhood Development, Jack P. Shonkoff and Deborah A. Phillips (Eds.), Board 

on Children, Youth, and Families, Commission on Behavioral and Social Sciences and Education (Washington, DC: National Academy Press, 

2000). 

3 Hirokazu Yoshikawa, Christina Weiland, Jeanne Brooks-Gunn, Margaret R. Burchinal, Linda M. Espinosa, William T. Gormley, Jens Ludwig, 

Kathertine A. Magnuson, Deborah Phillips, Martha J. Zaslow, Investing in our Future: The Evidence Base for Preschool Education. Policy brief, 

Society for Research in Child Development and the Foundation for Child Development, Foundation for Child Development, (Society for 

Research in Child Development, 2013), http://fcdus.org/sites/default/files/Evidence%20Base%20on%20Preschool%20Education%20FINAL.pdf.

4 Magnuson, K., Waldfogel, J., and Washbrook, E., “The development of SES gradients in skills during the school years: Evidence from the 

United States and England,” in From Parents to Children: The Intergenerational Transmission of Advantage, J. Ermisch, M. Jantti, and T. 

Smeeding (Eds.), (New York: Russell Sage Foundation, 2012).State

5 Rathbun, A., and Zhang, A., Primary Early Care and Education Arrangements and Achievement at Kindergarten Entry (NCES 2016-070). 

(Washington, DC:.National Center for Education Statistics, U.S. Department of Education,2016), http://nces.ed.gov/pubs2016/2016070.pdf .

6National Research Council and Institute of Medicine, From Neurons to Neighborhoods.
6

It is important to note, however, that preschool programs must be of high quality in order to have 

a significant effect on children’s learning and development. 

“Young children thrive and learn best when they have secure, positive relationships with 

adults who are knowledgeable about how to support their health, development, and 

learning and are responsive to their individual progress. Indeed, the science of child 

development and of how best to support learning from birth through age 8 makes clear 

what an important, complex, dynamic, and challenging job it is for an adult to work with 

young children in each of the many professional roles and settings where this work takes 

place.”7

Attracting and retaining qualified and effective educators, however, depends upon ensuring that

salaries for preschool teachers are comparable to those of elementary and secondary teachers8

and that program standards are high. Studies show that inadequate teacher compensation 

negatively affects preschool program quality and results in poorer cognitive, social, and 

emotional outcomes for children.

9

In addition to retaining high-quality teachers, program standards should include both process

quality features, such as teacher-child interactions, as well as structural program features, such 

as small class size. Research shows programs that include both types of features result in 

stronger education outcomes for children.

10 Nationally recognized elements of a high-quality 

preschool program

11 include, at a minimum,

 high qualifications for teachers and other staff (e.g., a bachelor’s degree in early 

childhood education or related degree with specialized training in early childhood for, at 

a minimum, the lead teacher); 

 ongoing practice-based professional learning (or professional development) in early 

childhood development and mentoring, coaching, or other professional development

consultation for teachers, administrators, and other staff; 

 small class sizes and low staff-child ratios; 

 a full-day, full-year program; 

 developmentally appropriate, culturally and linguistically responsive instruction and 

assessments, as well as research-based curricula, that are aligned with State early learning 

and development standards; 

 inclusion of children with disabilities; 

 individualized accommodations and supports for children, including English learners 

(ELs);

 ongoing program evaluation used for continuous improvement; 

 

7

Institute of Medicine and National Research Council , Transforming the Workforce for Children Birth through Age 8: A Unifying Foundation,

(Washington, DC: The National Academies Press, 2015); National Research Council, Eager to Learn: Educating Our Preschoolers.

8

Ibid.

9 W. Steven Barnett, “Low Wages = Low Quality: Solving the Real Preschool Teacher Crisis,” Preschool Policy Matters 3 (2003): 1–8,

http://nieer.org/resources/policybriefs/3.pdf.

10 Yoshikawa et al., Investing in our Future: The Evidence Base for Preschool Education. 

11 See Appendix B under Program Quality (Nationally Recognized Standards).
7

 onsite comprehensive services12 for children to address health, including mental health, 

and overall well-being;

 high-quality family engagement and involvement; 

 health and safety standards; and

 lead teacher compensation set at or very near K–3 teacher compensation in a teacher’s 

respective State.

13

Children who attend high-quality early learning programs, and more specifically preschool

programs for 3- and 4-year-olds, are less likely to need special education services or be retained, 

and are more likely to graduate from high school, go on to college, and succeed in their careers 

than those who have not attended such programs.

14

Expanding Access to High-Quality Early Learning

Recognizing the impact of early learning on academic and life outcomes, States and local 

communities have made tremendous progress over the last several years in developing and 

expanding early learning programs to support children’s readiness for school. In fact, between 

2013 and 2016, States and the District of Columbia have allocated over $1.5 billion in new 

resources for preschool.

15 At the local level, voters have approved ballot initiatives to expand 

access to preschool in such cities as San Francisco, Seattle, and Denver.16 Communities across 

the country have engaged public and private partners to establish or expand preschool programs, 

 

12 Comprehensive services may include screenings for hearing, vision, dental, health (including mental health), and development, as well as 

referrals and assistance obtaining services, when appropriate; culturally and linguistically responsive family engagement opportunities; nutrition 

services; services coordinated with entities providing services under part C and section 619 of part B of the Individuals With Disabilities 

Education Act (IDEA); physical activity services; partnerships with and linkages to community services to enhance family well-being; and 

additional support services, including addressing the impact of violence and other trauma.

13 See Program Quality (Nationally Recognized Standards) in Appendix A.

14

 Yoshikawa et al., Investing in our Future: The Evidence Base for Preschool Education; Englund, M., White, B., Reynolds, A. J., Schweinhart, 

L., & Campbell, F. A., “Health outcomes of the Abecedarian, Child-Parent Center and High-Scope Perry Preschool Programs,” in Health and 

Education in Early Childhood: Predictors, Interventions, and Policies, A. J. Reynolds, A. J. Rolnick, and J. A. Temple (Eds.), (New York: 

Cambridge University Press, 2014): 257-285. 

15 The White House, Giving Every Child a Fair Shot: Progress Under the Obama Administration’s Education Agenda,” (Washington, D.C.: 

Department of Education), https://www.whitehouse.gov/sites/default/files/docs/giving_every_child_fair_shot_050316.pdf. 

16 Sarah Mead, “Top 5 in Early Childhood for 2016,” U.S. News & World Report, (2016), http://www.usnews.com/opinion/knowledgebank/articles/2016-01-07/5-early-childhood-education-stories-to-follow-in-2016.

Importance of Engaging Families

Family engagement refers to the systemic inclusion of families in activities and programs that promote children’s 

development, learning, and wellness, including the planning, development, and evaluation of such activities, 

programs, and systems. A growing body of research links meaningful engagement of families in their children’s 

early learning experiences with kindergarten readiness and later academic success. The research indicates that 

families’ involvement in children’s learning and development impacts lifelong health, developmental, and academic

outcomes. Engaging with families is especially crucial in the early years of learning since this is the stage during 

which young children acquire foundational competencies, such as language, literacy, and social-emotional skills that 

strongly affect their capacity for life-long learning. 

See the U.S. Departments of Education and Health and Human Services’ joint “Policy Statement on Family Engagement: From 

the Early Years to the Early Grades” for more information.
8

and have implemented new early learning initiatives that address program quality and 

affordability. 

This positive momentum is good news; however, challenges remain. At both the State and 

federal levels there are not enough funds to implement programs of sufficient size or scope to 

meet the demands and address the growing and diverse needs of all young children and their 

families. Many early childhood programs are unable either to serve all eligible children or do not 

provide the level of resources needed to support and sustain high-quality services.17 In the 2014–

15 school year, only 41 percent of 4-year-olds and 16 percent of 3-year-olds were enrolled in 

publically funded preschool programs (e.g., State preschool, Head Start, and programs serving 

children with disabilities).

18

Federal education funds may help meet this critical unmet need. Under a number of federal

education programs, an LEA may use funds to provide early education services consistent with

applicable program requirements. LEAs may do so in public schools or in preschool centers 

operated by the LEA, as well as in community-based preschool programs. However, an LEA 

that chooses to use allowable ESEA funds to provide early learning services for children in a

community-based preschool program may only do so as long as these conditions are met: 

(1) The LEA provides the preschool services directly, or jointly with the community-based 

preschool provider (e.g., the LEA may not directly transfer ESEA funds to a communitybased preschool program, for instance, by paying tuition, but instead must use funds to 

supplement or expand services).

(2) The LEA meets all of the requirements of the applicable program, and other applicable 

federal laws and regulations (e.g., ensuring that the use of funds is reasonable and 

necessary and allowable according to program requirements (Title III funds, for example, 

must be used to supplement, and not supplant, other federal, State, and local funds)).

(3) The LEA maintains control of the federal funds and title to materials, equipment, and 

property purchased with those funds, and ensures that funds are not used for religious 

purposes (20 U.S.C. 8306(a)(2), (5); 34 C.F.R. §§ 75.532, 75.702, 76.532, 76.702).

The ESEA offers SEAs and LEAs opportunities for expanding high-quality early learning 

through a number of specific provisions in the law. Some of these provisions existed under 

previous reauthorizations of the ESEA; others are new or have been strengthened to better enable 

SEAs and LEAs to make wise investments in early learning. These provisions are discussed in 

the following sections.

 

17 For example, Head Start only serves approximately 41 percent of preschool-aged children living in poverty and Early Head Start only serves 

approximately 4 percent of infants and toddlers living in poverty. Note that Head Start programs have additional eligibility criteria not considered 

in this estimate. Children can be eligible for Head Start services based on income (below the federal poverty level) or because they are homeless, 

in foster care, eligible for public assistance. All programs can serve 10 percent of their enrollment that are not low-income or otherwise eligible. 

Additionally programs that can demonstrate that they are serving all of the children who are low-income or otherwise eligible that wish to enroll 

can serve another 35 percent of participants with incomes from 100 percent to 130 percent of the federal poverty level. Source: Office of Head 

Start tabulations based on U.S. Census Bureau, 2014 Current Population Survey Estimates for States and DC and 2014 American Community 

Survey 5-Year Estimates for Puerto Rico. Only 29 percent of 4-year-olds and 5 percent of 3-year-olds are enrolled in State preschool programs.

Source: Barnett, W. S., Friedman-Krauss, A. H., Gomez, R. E., Horowitz, M., Weisenfeld, G. G., & Squires, J. H., The State of Preschool 2015: 

State Preschool Yearbook, (New Brunswick, NJ: National Institute for Early Education Research).State

18 Note: enrollment of 3- and 4-year-olds in State preschool was 5 percent and 29 percent, respectfully; Barnett, W. S. et. al., The State of 

Preschool 2015: State Preschool Yearbook. New Brunswick, NJ: National Institute for Early Education Research.
9

Title I Preschool 

Title I, Part A of the ESEA allows LEAs to provide preschool programs to improve educational 

outcomes for eligible children from birth to the age at which the LEA provides a free public 

elementary education. During the 2013–14 school year, 27,519 children from ages birth to 2 and 

602,487 children ages 3 to 5 were served using Title I, Part A funds.19 In 2012, the Department

released revised non-regulatory guidance20 for using Title I funds to support preschool, which is 

effective through the 2016–17 school year. 

Title I preschool programs are intended to assist children most at risk of failing to meet the 

State’s challenging academic standards based on multiple, educationally related, objective 

criteria.21 Certain children are also “automatically eligible” to participate in a Title I preschool 

program (e.g., an LEA or school need not identify the child as most at risk of failing to meet the 

State’s academic achievement standards), including

 children who participated in Head Start, received services supported by the 

Comprehensive Literacy State Development Grants program within Literacy Education 

for All, Results for the Nation (LEARN) (formerly known as Striving Readers 

Comprehensive Literacy Program), or attended a Title I preschool program at any time in 

the prior two years;

 children who received services under Title I, Part C (migrant education) in the prior two 

years;

 preschool-age children experiencing homelessness; and

 children who are in a local institution or attending a community day program for 

neglected or delinquent children and youth (ESEA section 1115(c)(2)).

A Title I LEA or school may use its Title I funds to support a district-operated preschool program 

or a school-operated preschool program, or for coordination with other preschool programs, 

based on the needs of its eligible students and the most effective use of those funds. The use of 

Title I funds for a preschool program is a local decision. The ways in which an LEA or school 

may use Title I funds to support a preschool program are described in Table 1. As a Title I

recipient, an LEA or school that uses Title I funds to operate a preschool program must comply 

with the same requirements that apply to all Title I programs. For example, a Title I preschool 

program may only include children who are most at risk of failing to meet a State’s challenging 

academic standards when they enter elementary school unless the preschool program is part of a 

schoolwide program, in which case all children may attend. In addition, if an LEA chooses to 

provide preschool services using Title I funds, the district must "support, coordinate, and 

integrate services provided under (Title I) with early childhood education programs".

22 The 

program must also meet, at a minimum, the education performance standards of the Head Start 

 

19 Department of Education, “ED Data Express”, http://eddataexpress.ed.gov/index.cfm

20 Department of Education, Serving Preschool Children Through Title I: Part A of the Elementary and Secondary Education Act of 1965, as 

Amended, (2012),https://www2.ed.gov/policy/elsec/guid/preschoolguidance2012.pdf

21 Multiple, educationally related, objective criteria may include data collected such as interviews with parents, teacher judgment, and

developmentally appropriate measures of child development. The use of family income as one factor in determining eligibility is allowable, 

especially for the purpose of prioritizing when there are not sufficient Title I funds to serve all eligible preschool-age children, but children should 

not be identified as eligible solely on the basis of family income.

22 Public Law 110-134 Improving Head Start for School Readiness Act of 2007, Sec. 641A. Standards; Monitoring of Head Start Agencies and 

Programs [42 U.S.C. 9836A].
10

Program Performance Standards23 that are aligned with the Head Start Child Early Learning 

Outcomes Framework Ages Birth to Five (2015),

24 which the secretary of education must 

disseminate to LEAs. 

Table 1. Mechanisms by which schools and LEAs can use Title I, Part A funds to support preschool programs

School-Operated: A Title I school may use all or a portion of its Title I funds to operate a preschool program for 

eligible children.

 Schoolwide Program: If a school operates a preschool program in a schoolwide program school, all 

preschool children who reside in the school’s attendance area are eligible to be served. A Title I school may 

operate a schoolwide program if a minimum of 40 percent of the students enrolled in the school, or residing 

in the attendance area served by the school, are from low-income families. A Title I school with less than 

40 percent poverty may request a waiver from the SEA to operate a schoolwide program. Guidance on 

schoolwide programs can be found in Supporting School Reform by Leveraging Federal Funds in a 

Schoolwide Program.

 Targeted Assistance Program: A school may serve preschool children who reside in its attendance area and 

whom the school identifies as at risk of failing to meet the State’s academic achievement standards when 

they reach school age.

District (LEA)-Operated: An LEA may reserve a portion of funds from its Title I allocation to operate a preschool 

program for eligible children in the LEA as a whole or in a portion of the LEA.

 District (LEA) as a Whole: An LEA may serve preschool children who reside throughout the LEA and 

whom the LEA identifies as eligible because they are at risk of failing to meet the State’s academic 

achievement standards when they reach school age. An LEA may not use Title I funds to implement a 

preschool program throughout the district to benefit all preschool students in the LEA unless all the schools 

in the LEA are Title I schools operating schoolwide programs.

 Portion of the District (LEA): An LEA may serve preschool children who reside in specific Title I school 

attendance areas (e.g., its highest-poverty school attendance areas) served by some or all of its Title I

schools if, for example, an LEA does not have sufficient Title I funds to operate a preschool program for 

the district as a whole. 

Coordination with Other Early Childhood Programs: An LEA or school may use Title I funds to improve the 

quality or extend the day or number of days of State preschool, Head Start, child care, or other community-based 

early learning programs for eligible children. Title I funds may be used to provide preschool services for Title I

eligible children who

 are not eligible for Head Start services based on income requirements;

 are eligible for Head Start but not served in a Head Start center due to unmet need; 

 are enrolled in a State preschool, Head Start, child care, or community-based early learning program and 

are in need of additional services (e.g., extending the day, increasing number of days, etc.); or

 would benefit from home visiting because they are most at risk of failing to meet the State’s challenging 

academic standards.

In addition to providing direct preschool services, Title I funds may also be used to support early 

learning in other ways, such as for professional learning (including joint professional 

development for early childhood staff and elementary school staff); minor repairs or remodeling 

of space to accommodate a Title I preschool program; and health, nutrition, and other 

comprehensive services for children in a Title I preschool program. Many LEAs have found 

strategic ways to use their Title I funds to support the education needs of eligible children before 

they enter kindergarten. 

 

23 U.S. Department of Health and Human Services Administration for Children and Families, Office of Head Start, (2016),

https://eclkc.ohs.acf.hhs.gov/hslc/hs/docs/hspss-final.pdf

24U.S. Department of Health and Human Services Administration for Children and Families, Office of Head Start, Head Start Early Learning 

Outcomes Framework: Ages Birth to Five, (2015), http://eclkc.ohs.acf.hhs.gov/hslc/ hs/sr/approach/pdf/ohs-framework.pdf
11

For example, in Montgomery County, Maryland, Title I, Part A funds are used to support 

eligible children’s education needs prior to kindergarten entry through

 providing extended learning opportunities during the summer to improve transitions from 

early childhood programs to kindergarten; 

 extending the length of the day of Head Start from part-day to full-day;

 expanding schoolwide family engagement activities in a two-generation approach; and

 providing coaching and training for early childhood teachers. 

Title I funds may also be used, for example, to support children who are at risk of failing to meet 

the State’s challenging academic standards by improving the quality of 

 kindergarten (e.g., by extending a half-day program to full-day, providing professional 

development, supporting transitions from early learning to kindergarten, expanding 

family engagement), or

 first through third grade programs (e.g., by providing professional learning opportunities 

for staff on child development or expanding effective family engagement activities). 

Charter Schools

High-quality public charter schools can play a strong role in promoting education equity for our 

youngest learners. Title IV, Part X of the ESEA provides continued opportunities to serve 

preschool children through the Charter Schools Program (CSP), which is aimed at expanding the 

number of high-quality charter schools available to students across the nation. Building on 

appropriations acts that, since fiscal year 2014, have allowed CSP funds to be used to support 

preschool education, the ESEA explicitly authorizes support for charter schools that enroll early 

childhood students (ESEA section 4302(a)) so long as these schools also offer a program in 

elementary or secondary education. The law amends the CSP definition of “charter school” to 

include schools that serve students in early childhood education programs, in addition to 

providing a program in elementary or secondary education, or both, as determined under State

law (ESEA section 4310(2)). Whether a recipient may use funds to support charter schools that 

only enroll preschool-age children depends on whether the recipient’s State defines “elementary 

education” to include preschool. 

The Department encourages CSP grantees and subgrantees to support expanding early learning 

opportunities, if appropriate, as part of the following charter school efforts:

 starting up new charter schools

 replicating and expanding high-quality charter schools

 assisting charter schools with financing facility acquisition, construction, and renovation 

efforts

 disseminating best practices

 improving authorizing quality and oversight of charter schools

Additional CSP Guidance on the Use of Funds to Support Preschool Education25 continues to 

be valid in the 2016–17 school year. 

 

25 CSP Guidance on the Use of Funds to Support Preschool Education is valid through the 2016–17 school year.
12

Preschool Development Grants (PDG)

The ESSA includes a new discretionary grant program for States to expand access to and improve 

the coordination and quality of early childhood education programs for children from birth to age 

5. This program, to be jointly administered by the departments of Education and Health and 

Human Services (HHS), builds on the original Preschool Development Grants (PDG) program 

authorized in fiscal year 2014,26 which currently funds 18 States developing and expanding highquality preschool programs in more than 200 high-need communities. The new PDG competitive 

grant program, as authorized in ESSA section 9212, supports States through two types of 

competitive grants: initial grants and renewal grants. Initial grants support States in assessing 

their overall needs regarding the availability and quality of existing early learning programs in 

the State and the number of children served, as well as facilitate coordination and collaboration27

(ESSA section 9212(c)). Renewal grants—for States that have received an initial grant under 

ESSA section 9212(c) or received a PDG grant as initially authorized in FY 2014, or as 

determined by the secretaries of ED and HHS—support States in the improvement or expansion 

of existing early learning programs. Renewal grants also provide funds for developing new

programs to address the needs of children and families that are eligible for, but not served by, 

early learning programs (ESSA section 9212(g)). These grants will help States to reach more 

children with high-quality preschool programs. 

Programs for Special Populations

The ESEA includes several programs that serve special populations of students—children who 

are homeless,28 in foster care, from migrant families, ELs, American Indian, Alaska Native, or 

Native Hawaiian. These students often need the support that high-quality early learning 

programs may provide to level the playing field and address opportunity gaps between them and 

their peers. There are specific funds available to support the early learners in these populations, 

as described below. Because programs serving children with disabilities are funded through the 

Individuals with Disabilities Education Act (IDEA), and not the ESEA, they are not included in 

this section on special populations. Please see the Office of Special Education Programs29

website for more information.

Children who are Experiencing Homelessness

Children whose families are homeless often experience high mobility; as a result, they have a 

lower rate of preschool enrollment when compared to other populations. Yet, high-quality early 

learning experiences can be extremely beneficial to this population, who often lack stability

outside of school. The Education for Homeless Children and Youths program, authorized by 

Title VII-B of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11431 et seq.)

(McKinney-Vento Act), and most recently amended by the ESSA, includes several new provisions 

related to preschool-age children. The McKinney-Vento Act ensures that children and youths who 

 

26 Sections 14005 and 14006 of the American Recovery and Reinvestment Act of 2009, as amended by section1832(b) of division B of the 

Department of Defense and Full-Year Continuing Appropriations Act, 2011 (Pub. L. 112–10), the Department of Education Appropriations Act, 

2012 (Title III of division F of Pub. L. 112–74, the Consolidated Appropriations Act, 2012), and the Department of Education Appropriations 

Act, 2014 (Title III of division H of Pub. L. 113–76, the Consolidated Appropriations Act, 2014).

27 This aspect of the program is discussed in greater detail under the “Ensuring Alignment, Collaboration, and Coordination” section of this 

guidance document.

28 Although the McKinney-Vento program was amended by the ESSA, it is not an ESEA program.

29 U.S. Department of Education, Office of Special Education and Rehabilitative Services, 

http://www2.ed.gov/about/offices/list/osers/osep/index.html
13

are homeless are able to access the same free, appropriate public education, including a public 

preschool education, as provided to other children and youths (McKinney-Vento Act section 

721(1)). It also requires that SEAs and LEAs review and revise laws, regulations, practices, or 

policies that may act as barriers to the identification, enrollment, attendance, and success of 

children who are homeless, including those in preschool (McKinney-Vento Act section 721(2)). 

In order to promote greater stability for children who are homeless and have moved, the 

McKinney-Vento Act requires that LEAs presume that keeping these children in their schools of 

origin is in their best interest, except when doing so is contrary to the request of the child’s 

parent or guardian (McKinney-Vento Act section 722(g)(3)(B)(i)). “School of origin” means the 

school that a child or youth attended when permanently housed or the school in which the child 

or youth was last enrolled, including a preschool. (McKinney-Vento Act section 722(g)(3)(I)(i)). 

If it is in the child’s best interest to remain in the school of origin, transportation to the school of 

origin must be provided, if needed (McKinney-Vento Act section 722(g)(1)(J)(iii)). If it is not in 

the child’s best interest to remain in the school of origin, the child immediately must be enrolled

in a new school, and the new school promptly must contact the school of origin to obtain relevant 

academic and other records. (McKinney-Vento Act section 722(g)(3)(C)(i)-(ii)). The McKinneyVento Act also requires all LEAs to appoint local liaisons (McKinney-Vento Act section 

722(g)(1)(J)(ii)) who are tasked with identifying and supporting children who are homeless 

(including those in preschool to the extent that an LEA offers a free public education for 

preschool children) and connecting them with supportive services (see McKinney-Vento Act

section 722(g)(6)(A)). 

Title I of the ESEA also supports the needs of children who are homeless by expanding the use of 

funds reserved for homeless children and youths to encompass all children who are homeless, 

not just those in non-Title I schools (ESEA section 1113(c)(3)(A)(i), (c)(3)(C)). In addition, 

under section 722(g)(6)(A)(iii) of the McKinney-Vento Act, local liaisons must ensure that 

eligible infants and toddlers and their families who are homeless can access early intervention 

services under Part C of the IDEA, and eligible preschool children with disabilities who are 

homeless can access special education and related services under Part B of the IDEA. For more 

information on serving homeless children from birth to age 5, please see the early childhood 

homelessness section in the updated Education for Homeless Children and Youths guidance, 

which the Department of Education released in July 2016.

Children in Foster Care

Children in foster care are another highly mobile and vulnerable population of students who 

experience frequent school and residential placement changes. Children who change schools 

frequently make less academic progress than their peers, and each time they change schools, they 

may fall further behind. Young children in foster care, in particular, need structured and stable 

school environments, with nurturing teachers and caregivers, to help them overcome the stress 

and trauma of abuse and neglect and lay the foundation for healthy social and emotional 

development.

Under the ESEA, SEAs and LEAs must now ensure that a child in foster care enrolls or remains 

in his or her school of origin, unless it is not in the child’s best interest to attend the school of 

origin. If it is not in the child’s best interest to remain in the school of origin, the child 

immediately must be enrolled in a new school, and the new school must promptly contact the 
14

school of origin to obtain relevant academic and other records (ESEA sections 1111(g)(1)(E) and

1112(c)(5)(B)). If an LEA offers a public preschool education, it must meet these requirements, 

including ensuring that a child in foster care remains in his or her preschool of origin, unless a 

determination is made that it is not in the child’s best interest. For further information on the 

implications of the ESEA for children in foster care, please see Ensuring Education Stability for 

Children in Foster Care guidance, which was released jointly by the Department and HHS in 

June 2016.

Migratory Children

Children from families that are migratory because the parents or guardians work in the 

agricultural or fishing industry are especially underserved in preschool. In particular, the high 

mobility of these children creates significant challenges for both students and the school systems 

serving them, including education disruption and lack of stability. Further, migratory children 

tend to live in poverty, be identified as ELs, and belong to families that are likely to experience 

food and job insecurity, and poor health and housing conditions. To help address these unique 

needs, the Migrant Education Program (MEP), authorized under Title I, Part C of the ESEA, 

provides funds to States to offer high-quality education and supportive services. These funds 

help to ensure that migratory children meet the same challenging State academic standards as all 

other children and are able to graduate from high school or earn a certificate of high school 

equivalency. States may use MEP funds for preschool instruction, as well as other activities,

including supplemental instruction in reading, math, and other academic areas; family literacy;

high school credit accrual; and support services, including counseling, health and nutrition 

services, and transportation. Historically, a significant portion of the population served by MEP 

has been between the ages of 0 to 5. Data for 2014–15 indicate that the MEP served 3,832 

children ages birth through 2 and 19,033 children ages 3 through 5, out of a total of 232,166 

students served through MEP.

30

English Learners and Immigrant Children

Research indicates that providing education supports for young children who are ELs through

early learning programs can help prepare them for school success and promote their language 

development and academic achievement.31 Longitudinal studies have also shown that ELs who 

participate in early learning programs achieved English language proficiency sooner than their 

peers who did not participate in such programs.32 High-quality early learning programs can also 

present an opportunity for ELs to strengthen and nurture their home language while on a path to 

English language acquisition. Dual language programs have been shown to be effective models 

to promote language development and academic achievement for ELs. One recent study found 

significant positive outcomes for ELs who participated in a dual language program; specifically, 

the study found that such students far exceeded their peers in English/language arts and reading 

 

30 U.S Department of Education, “Consolidated State Performance Report (CSPR),” SY 2014-15, 

http://www2.ed.gov/admins/lead/account/consolidated/index.htmlState

31 Virginia Buysse, Ellen Peisner-Feinberg, Mariela Páez, Carol Scheffner Hammer, and Meagan Knowles, “Effects of Early Education Programs 

and Practices on the Development and Learning of Dual Language Learners: A Review of the Literature,” Early Childhood Research Quarterly

29, no. 4 (2014): 765-785, doi: 10.1016/j.ecresq.2013.08.004; William T. Gormley, “The Effects of Oklahoma's Pre‐K Program on Hispanic 

Children,” Social Science Quarterly 89, no. 4 (2008): 916-936, doi: 10.1111/j.1540-6237.2008.00591.x. 

32 Halle, T., Hair, E., Wandner, L., McNamara, M., and Chien, N., “Predictors and Outcomes of Early vs. Later English Language Proficiency 

among English Language Learners,” Early Childhood Research Quarterly 27, no. 1 (2012): 1–20. 
15

achievement.33 Research has further demonstrated that dual immersion programs have the 

benefit of supporting bilingual and biliterate development, and the commensurate cognitive, 

social, and economic benefits associated with bilingualism and biliteracy.34 The departments of 

Education and HHS’ joint Policy Statement on Supporting the Development of Children Who are 

Dual Language Learners in Early Childhood Programs provides recommendations for States 

and local communities to promote the development and learning of young children, from birth to 

age 5, who are dual language learners (DLLs).

Title III of the ESEA includes a strengthened focus on providing services to support young ELs 

and immigrant children. SEAs that receive Title III funds and LEAs that receive Title III 

subgrants may use these funds to provide professional development for early childhood 

educators who teach ELs ages 3 and up. (ESEA sections 3102(4), 3111(b)(2)(B), 3115(c)(2)). 

LEAs may also use their subgrants to strengthen or develop effective language instruction for 

ELs in early childhood programs, as long as that use is consistent with Title III’s non-supplanting 

requirement. (ESEA section 3115(d)(4), (g)). Additionally, LEAs must coordinate activities and 

share relevant data with Head Start and other early learning providers, if applicable, in order to 

create a better continuum of services for young ELs. (ESEA section 3116(b)(4)(D)). The 

Department issued Non-Regulatory Guidance: English Learners and Title III of the Elementary 

and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA) in 

September 2016 to help SEAs and LEAs support ELs, including young DLLs.

American Indians, Alaska Natives, and Native Hawaiians

Many American Indians, Alaska Natives, and Native Hawaiians have been affected by poverty 

and scarce resources and therefore may greatly benefit from high-quality early learning 

programs. The ESEA explicitly includes early learning as an allowable activity in several Title VI

(Indian Education) programs that support these special populations. However, the types of 

activities that can be supported with Title VI grant funds vary by program. For example, Title VI, 

Part A (Indian Education Grants to LEAs) allows funds to be used for “early childhood 

programs;” Title VI, Part B (Native Hawaiian Education) allows funds to support services for 

children starting at birth; and Title VI, Part C (Alaska Native Education) supports “early 

childhood ... education activities” and “programs for ... infants...” See Table 2 for more 

information. 

 

33 Jennifer L.Steele, Robert O. Slater, Gema Zamarro, Trey Miller, Jennifer Li, Susan Burkhauser, and Michael Bacon, The effects of duallanguage immersion programs on student achievement, EDRE working paper 2015-09, (University of Arkansas, 2015), 

http://www.uaedreform.org/downloads/2015/11/edre-working-paper-2015-09.pdf.

34 Vitello, V., Downer, J., and Williford, A., “Preschool classroom experiences of dual language learners: Summary findings from publically 

funded programs in 11 States,” in Dual language learners in the early childhood classroom, C. Howes, J. Downer, & R. Pianta (Eds.), 

(Maryland: Brookes Publishing Company, 2011): 45-68; Farver, J., Lonigan, C., and Eppe, S, “Effective early literacy skill development for 

young Spanish speaking English language learners: An experimental study of two methods,” Child Development 80, 3 (2009): 703-719; W. 

Steven Barnett, Donald J. Yarosz, Jessica Thomas, Kwanghee Jung, Dulce Blanco, “Two-way and monolingual English immersion in preschool 

education: An experimental comparison,” Early Childhood Research Quarterly 22, 3 (2007): 277–293; Rachel A. Valentino, and Sean F.

Reardon, “Effectiveness of four instructional programs designed to serve English Learners: Variations by ethnicity and initial English 

proficiency,” Educational Evaluation and Policy Analysis, (2015), doi: 10.3102/0162373715573310.State
16

Table 2. Supports for Children who are American Indians, Alaska Natives, and Native Hawaiians

American Indians and 

Alaska Natives

Under the Title VI, Part A Indian Education Grants to LEAs formula grant 

program, funds can be used for early childhood programs that emphasize 

school readiness (ESEA section 6115 (b)(3)). Also in Title VI, Part A, the

Indian Education Demonstration Grants program authorizes the use of grant 

funds to support preschool and kindergarten programs as long as those 

programs are effective in preparing children to make sufficient academic 

growth by third grade (ESEA section 6121 (c)(7)).

Native Hawaiians Under the Native Hawaiian Education program (Title VI, Part B) funds can be 

used to support a Statewide Native Hawaiian early education and care system, 

and to operate family-based education centers, including those that provide 

services for parents and children from ages birth –3, preschool programs, and 

research on such programs (ESEA sections 6205 (3)(A), 6205 (3)(B), and 

6205 (3)(C)).

Alaska Natives The Alaska Native Education program (Title VI, Part B) allows funds to be 

used to support early childhood and parent education programs that improve 

the school readiness of Alaska Native children (ESEA sections 6205 (3)(A), 

6205 (3)(B), and 6205 (3)(C)).

In addition, recipients of discretionary grants under Title III, section 3112 (programs serving 

American Indian/Alaska Native children who are ELs) may use funds to support early learning 

(ESEA, section 3112). 

Ensuring Alignment, Collaboration, and Coordination

Alignment and collaboration between early childhood education programs and the K–12 system 

is a recurring theme throughout the ESEA. The law stresses greater coordination, at both the 

State and local levels, of programs that serve young children, and encourages a more seamless 

learning experience from preschool through the elementary grades. In order to accomplish these 

goals, the Department encourages States and LEAs to consider both the horizontal and vertical 

alignment of programs. Horizontal alignment is the consistency or connectedness of program 

and professional standards across programs and settings that serve a particular age or grade. 

Vertical alignment addresses the progressive development of standards from birth through third 

grade that provide a continuum for children’s knowledge and skills. Furthermore, it is important 

that both schools and early childhood programs coordinate their outreach efforts to families, so 

that they are aware of enrollment options and processes for their children. Community-based 

organizations can play an important role in this regard as they often have existing, trusting 

relationships with families. Table 3 includes examples of ways that SEAs and LEAs are required 

to or may support the alignment, collaboration, and coordination of programs. 
17

Table 3. Examples of Alignment, Coordination, and Collaboration of P–12 Programs 

Requirements 

of ESEA

LEA SEA

 If in receipt of Title I funds, develop 

agreements and carry out 

coordination activities with Head 

Start agencies and other early 

childhood programs, if feasible.

 Describe in their Title I plans how 

they will support, coordinate, and 

integrate Title I services (if 

applicable) with early childhood 

education programs at the LEA or 

school level, including plans for the 

transition of children to elementary 

school.

 Include on LEA report cards the 

number and percentage of children 

enrolled in preschool programs.

 As part of its Title I State plan or its 

consolidated State plan, a State must

coordinate with other programs that 

provide services to children, including 

Child Care Development Block Grant 

Act (CCDBG), Head Start, and IDEA.

 Describe in the Title I State plan how 

the State will provide assistance to 

LEAs and schools choosing to use 

Title I funds to support early childhood 

education programs.

 Include on State report card the 

number and percentage of children 

enrolled in preschool programs.

35

Other 

Possible 

Activities

 Share data (consistent with 

applicable privacy laws), summer 

learning programs, family 

engagement activities, and joint 

professional development 

opportunities that involve both 

community-based providers and 

school staff.

 Examine policies, procedures, and 

practices to support preschool 

children with disabilities and 

consider how funds can be used to 

ensure access to inclusive preschool 

classrooms.

 Partner with Promise Neighborhoods 

and Full-Service Schools grantees to 

ensure early learning is part of a 

coordinated system of supports for 

families.

 Align curriculum and instruction 

from preschool through elementary 

school as part of a LEA’s school 

improvement efforts.

 Develop State plans that address the 

comprehensive needs of all young 

children (e.g., children with 

disabilities, children in poverty, ELs, 

immigrants, homeless, etc.).

 Use State advisory councils (SACs) to 

ensure coordination of early childhood 

programs and services.

 Apply for a PDG initial grant to 

coordinate existing federal, State, and 

local program delivery models and 

funding streams across a mixed 

delivery system of services.

 Integrate early education data with 

State longitudinal data systems.

 Implement strategies, including highquality early learning, to improve 

struggling schools.

 Align State early learning guidelines 

and K–12 standards.

Coordinating and Collaborating Across Programs 

 

35 The Department intends to provide additional guidance on these new data requirements.
18

Under the ESEA, through State plans for 

Title I, SEAs are required to coordinate with

other programs that provide services for 

young children, including programs 

administered by HHS (i.e., under the

CCDBG and Head Start Act) as well as

IDEA (ESEA section 1111(a)(1)(B)). The 

Department encourages SEAs to think 

holistically when they create various State

plans. This means ensuring, as appropriate, 

vertical and horizontal alignment and 

addressing the comprehensive needs of all 

young children, including children with 

disabilities or developmental delays, those

in poverty, and those who are ELs, 

immigrants, refugees, migrant, homeless or 

in foster care. SEAs may find it helpful to 

coordinate with their State Advisory Council 

on Early Childhood Education and Care

(SACs), as applicable. Authorized under the 

Improving Head Start for School Readiness 

Act of 2007, SACs are charged with 

ensuring coordination and collaboration of 

early childhood programs and services in the 

State, and include representatives from a diverse range of stakeholder groups.36 SACs are well

positioned at the State level to inform early childhood priorities, drive policy and legislative 

change, and administer public spending on early childhood-relevant programs. For more 

information on the SACs, please see the joint Department and HHS Statement, State Advisory 

Councils on Early Childhood Education and Care: Advancing Work Beyond Federal Financing.

In addition, the newly authorized discretionary PDG grant program offers States assistance, 

through initial grants, to facilitate the coordination and collaboration of existing federal, State, 

and local early learning programs in the State. This aligns and strengthens programs, coordinates

delivery models and funding streams across a mixed delivery system of services, improves

program quality, and increases the overall participations of young children in programs (ESSA

section 9212). The PDG grant program specifically encourages partnerships among Head Start 

providers, State and local governments, Indian Tribes and tribal organizations, private entities, 

and LEAs to improve coordination, program quality, and delivery of services. States may also 

wish to consider ways of partnering with entities that serve young children with disabilities (See 

Supporting Children with Disabilities on page 18).

 

36 The SACs were required by law to include representatives from the following as members: the State agency responsible for child care, SEA, 

LEA, institutions of higher education in the State, local providers of early childhood education and development services, Head Start agencies, 

including Migrant and Seasonal Head Start programs, as well as American Indian and Alaska Native Head Start programs, Head Start State

Collaboration Office, State agency responsible for the programs under Part B, section 619 or Part C of the IDEA, State agency responsible for 

health or mental health, any other agencies determined to be relevant by the governor.

LEA Coordination with Head Start and Other Early 

Childhood Programs

Each LEA receiving Title I funds, regardless of whether 

it operates a Title I preschool program, must develop 

agreements and carry out the following coordination 

activities with Head Start and, if feasible, other early 

childhood programs:

 Developing and implementing a systematic 

procedure for receiving records of preschool 

children

 Establishing channels of communication between 

school staff and their counterparts to facilitate 

coordination

 Conducting meetings involving parents, 

kindergarten or elementary school teachers, and

Head Start teachers to discuss the developmental 

and other needs of children

 Organizing and participating in joint transitionrelated training of school, Head Start, and where 

appropriate, other early childhood education 

program staff

 Linking the educational services provided by the 

LEA with those provided by Head Start agencies

See ESEA Section 1119
19

Collaboration with Head Start

An LEA that receives Title I funds under the ESEA is required to coordinate with Head Start 

programs and, if feasible, other early learning programs that serve children who will attend the 

LEA, regardless of whether the LEA uses Title I funds to operate an early education program

(ESEA section 1119). Now as part of the ESEA, an LEA is also responsible for developing 

agreements with Head Start programs to coordinate services, such as data reporting and sharing, 

alignment of standards and curricula, and transition activities for children moving from Head 

Start into public school programs. (See text box.) Transition activities might include sharing 

assessment data, promoting summer learning programs, engaging families, and implementing 

joint professional development opportunities that involve both community-based providers and 

school staff.

For example, the Kai Ming Head Start program in San Francisco and the San Francisco 

Unified School District (SFUSD) have an ongoing partnership illustrative of how schools and 

community-based providers can work together to ensure children enter kindergarten ready for 

success. Kai Ming and SFUSD have a memorandum of understanding to work together to align 

curricula and desired outcomes. This partnership ensures that local schools are aware of the 

incoming child’s exposure to the dual language teaching model and other early childhood 

experiences, helps to improve information sharing from Head Start agencies to SFUSD at the 

time of transition to kindergarten, provides opportunities for joint professional development 

trainings with both Kai Ming and SFUSD teachers, and gives Head Start providers important 

information for continuous program improvement in preparing children for kindergarten.

Supporting Children with Disabilities 

One area in particular for States and LEAs to consider is how to promote greater coordination 

and collaboration for children with disabilities receiving services under the IDEA. Research and 

experience have demonstrated the developmental, learning, and social benefits of inclusion for 

children with and without disabilities.37 As LEAs plan to expand the availability of high-quality 

preschool programs, special attention should be paid to how preschool children with disabilities 

will be identified and meaningfully included. Children with disabilities and their families 

continue to face significant barriers to accessing inclusive high-quality preschool,

38 despite the 

fact that under IDEA, children with disabilities ages 3–5 are entitled to a free appropriate public 

education. 

The Department and HHS’ joint Policy Statement on Inclusion of Children with Disabilities in 

Early Childhood Programs States that all young children with disabilities should have access to 

inclusive high-quality early childhood programs with individualized and appropriate support in 

meeting high expectations. For inclusion programs to be successful, staff need to intentionally 

promote children’s participation across all learning and social activities, facilitated by 

 

37 Samuel L. Odom, Joann Vitzum, Ruth Wolery, Joan Lieber, Susan Sandall, Marci J. Hanson, Paula Beckman, Ilene Schwartz, and Eva Horn, 

“Preschool Inclusion in the United States: A Review of Research from an Ecological Systems Perspective,” Journal of Research in Special 

Educational Needs 4, no. 1, (2004): 17-49, doi: 10.1111/J.1471-3802.2004.00016.x; Mary Wagner, Jose Blackorby, Renee Cameto, Kathleen 

Hebbler, and Lynn Newman, A Summary of Findings from the National Longitudinal Transition Study of Special Education Students, (Menlo 

Park, CA: SRI International, 1993), http://nlts2.org/reports/nlts_report/TransitionExperiences_December1993.pdf.State

38 U.S. Department of Education, “IDEA Section 618 Data Products: Static Tables,” 2014 Part B Child Count and Educational 

Environments, http://www2.ed.gov/programs/osepidea/618-data/static-tables/index.html.
20

individualized accommodations. Therefore, LEAs should examine their policies, procedures, and 

practices in supporting preschool children with disabilities in their systems, and consider how 

ESEA funding can be used to ensure access and participation in inclusive preschool classrooms. 

This could include providing professional development to increase preschool teachers’ 

competencies in instructing children with disabilities; ensuring that appropriate accommodations 

are in place, such as assistive technology, so that children can access the curriculum or 

participate in assessments; implementing schoolwide models of positive interventions and

supports to promote healthy social, emotional, and behavioral development; and supporting the 

universal design of the environment or instructional materials.

Building Strong Communities

Another way to support the coordination of programs and services for children at the local level 

is through place-based initiatives, such as Promise Neighborhoods, which is authorized in Title 

IV Part X of the ESEA. This program provides a continuum of coordinated supports, services, 

and opportunities for children and families, including early learning programs. 

For example, the Northside Achievement Zone (NAZ) was founded to permanently 

close the achievement gap and end generational poverty in North Minneapolis by creating 

a single comprehensive system of support for families that moves children through a 

“cradle-to-career” pipeline. The system is composed of a collection of partners, including 

parents, community-based organizations, schools, private and public funders, 

governmental organizations, and faith-based institutions. In 2011, NAZ was awarded a 

Promise Neighborhood implementation grant to dramatically scale up its cradle-to-career 

strategy for ensuring that every child born within the neighborhood boundary finishes 

school college-ready. NAZ began building its cradle-to-career continuum of services by 

investing in children in the zone ages birth to 5. Recognizing that parents are their 

children’s first and primary teachers, NAZ implements a two-generation approach by 

supporting parents with the skills and tools needed to strengthen the stability of their 

families and support the academic success of their children. Recent findings suggest that 

NAZ enrolled students who had participated in a high-quality early learning program 

tended to enter kindergarten more ready than their counterparts who did not receive NAZ 

services.

Full Service Community Schools, for which grants are also authorized under Title IV of the ESEA, 

have often relied on strong partnerships with early childhood providers or have intentionally 

scaled-up preschool services as a critical component of their model for school and community 

improvement.

Vertical Alignment From Preschool to Third Grade

Evidence suggests that students benefit from a system of early learning from birth to age 8 that 

includes aligned standards, curricula, instruction, and assessments. Young children often experience 

discontinuities in these elements as they move through the early grades, especially during the 
21

transition from preschool to kindergarten.39 Vertical alignment from preschool to third grade (P–

3) provides greater continuity and better organization of student services and school-family 

partnerships.

40 In addition, the ability to link individual student preschool data to K–12 data 

allows elementary teachers to have more complete information about students’ learning 

trajectories and better tailor instruction to meet students’ needs.41 If well implemented, a 

strategic P–3 approach can help to align expectations between programs and foster a greater 

sense of a continuum across the early elementary years. 

On May 31, 2016, the Department published a Notice of Proposed Rulemaking (NPRM) in the 

Federal Register to amend the Department’s regulations on State accountability systems and 

reporting requirements, including provisions related to accountability indicators, under Title I of 

the ESEA as amended by the ESSA. The NPRM also updates the current ESEA general 

regulations to include requirements for the submission of State plans under ESEA programs, 

including engaging in timely and meaningful consultation with stakeholders when developing, 

revising prior to submitting, and when amending the optional consolidated State plans. The 

comment period for the NPRM closed on Aug. 1, 2016. The Department intends to provide 

further guidance when the regulations are final.

The ESEA provides States increased flexibility to design their accountability systems and 

implement strategies to improve struggling schools with the appropriate federal guardrails to 

protect their most vulnerable students (ESEA section 1111(c) and (d)). These changes offer 

opportunities for each State to think about the role of early education in its Title I State plan or 

consolidated State plan. Specifically, the ESEA requires a State to describe in an individual Title 

I program plan how it will provide assistance to LEAs and schools choosing to use Title I funds 

to support early childhood education programs. Under the ESEA, each State plan must also 

describe in either an individual Title I program plan or consolidated State plan a Statewide 

accountability system that includes at least one indicator of school quality or student success. 

While a State has flexibility to choose such an indicator, it must include one that allows for 

meaningful differentiation in school performance and is valid, reliable, comparable, and 

Statewide, with the same indicator or indicators used in each grade span (e.g., an early learning 

measure) (ESEA section 1111(c) and (d)). A State is required to use its Statewide accountability 

system to identify schools for comprehensive or targeted support and improvement, and to notify 

each LEA of any school served by the LEA that is identified as such. LEAs with schools 

identified for comprehensive support and improvement must complete, in partnership with 

stakeholders, including principals and other school leaders, teachers, and parents (which may 

include early childhood educators and experts), a needs assessment for the school. They must 

also develop and implement a comprehensive support and improvement plan to improve student 

outcomes in the school. The plan must include one or more evidence-based interventions, such 

 

39 Rebecca New, Sharon Palsha, and Sharon Ritchie, Issues in PreK–3rd Education: A FirstSchool Framework for Curriculum and Instruction

#7, (Chapel Hill, NC: Frank Porter Graham Child Development Institute, 2009). 

40 Reynolds, A. J., and Temple, J. A., “Cost-effective Early Childhood Development Programs from Preschool to Third Grade,” Annual Review of 

Clinical Psychology, 4 (2008): 109–139, doi: 10.1146/annurev.clinpsy.3.022806.091411.

41Donald J. Hernandez, “PreK–3rd: Next Steps for State Longitudinal Data Systems,” PreK-3rd Policy to Action brief no. 8, (New York, NY: 

Foundation for Child Development, 2012), http://files.eric.ed.gov/fulltext/ED542862.pdf; Kristie Kauerz, and Julia Coffman, Framework for 

Planning, Implementing, and Evaluating PreK–3rd Grade Approaches, (Seattle, WA: University of Washington, College of Education, 2013), 

http://depts.washington.edu/pthru3/PreK-3rd_Framework_Legal%20paper.pdf. 
22

as, in the case of an elementary school, increasing access to high-quality preschool as part of its 

turnaround strategy (ESEA section 1111(d)(1)(B)). 

States may wish to consider how to build a stronger continuum of learning from preschool 

through early elementary school to improve student outcomes. Some States have already 

undertaken significant efforts in this regard, such as aligning State early learning guidelines and 

K–12 standards. Pursuant to CCDBG, all States must develop or demonstrate the existence of 

early learning and developmental guidelines that describe what all children from birth to 

kindergarten entry should know and be able to do across multiple domains of learning.

42 States 

could consider carrying this vertical alignment through to the third grade. Other strategies 

include integrating early education data with State longitudinal data systems so that elementary 

school teachers can benefit from information on early childhood assessments, and early 

childhood programs can receive feedback on children’s progress in the elementary grades.43 At 

the local level, districts and schools can adopt strategies to align curriculum and instruction from 

preschool through elementary school as part of their school improvement efforts. 

For example, as part of its early childhood initiative, Boston Public Schools (BPS) aligned 

curricula, instructional practices, and professional development used in preschool through third 

grade. BPS developed a new kindergarten curriculum, added elements, such as storytelling, to 

the preschool curriculum, and piloted a new first grade curriculum, with the goal of aligning 

instruction across preschool through the early grades. These efforts help ensure that teachers 

focus on developing skills that students need to master to succeed in later grades, incorporate 

student-centered instruction, and use developmentally appropriate practices by incorporating 

the cultural development of the child in preschool and early elementary classrooms.

New Data Requirements

The ESEA requires States and LEAs to include on their report cards the number and percentage 

of children enrolled in preschool programs. Such timely information will help to identify 

potential gaps in access to preschool services and facilitate greater awareness about the 

continuum of learning between early learning and the elementary grades (ESEA section 

1111(h)(1)(C)(viii)(II)(aa), (2)(C)). The Department intends to provide additional guidance on 

these new data requirements.

Supporting Educators

Developing early educators’ skills and knowledge is essential to ensuring that children enter 

kindergarten prepared and that gains from high-quality preschool are sustained throughout 

elementary school and beyond. Research has shown that teachers of young children from birth 

through the early grades require specialized knowledge and skills focused as much on the science 

 

42 Multiple domains of learning include language and literacy development; cognition and general knowledge (including early mathematics and 

early scientific development); approaches toward learning (including the utilization of the arts); physical well-being and motor development 

(including adaptive skills); and social and emotional development. 

43 For more information on student privacy considerations, please see the Early Childhood Data Privacy website. 
23

of child development as on the sequence of learning across multiple domains of learning.44

Supporting the learning and development of young children requires a complex and sophisticated 

understanding of how to integrate learning across multiple domains45 and individualize 

instruction for children with varied experiences. Early educators also need a clear understanding 

of what happens before and after the specific grade or age level they teach.

As noted, children benefit when there is a continuous approach to learning from preschool 

through third grade and beyond, including aligned standards, curricula, instructional approaches,

and assessments. Without alignment, young children experience discontinuities and disruptions 

in learning and support. To achieve better alignment of systems, professional development needs 

to focus on early educators and other personnel working in schools, Head Start, or other 

community-based early learning programs, as well as early elementary school teachers and 

principals. 

States and LEAs, working with other professional development providers, can use funds 

available under titles I, II, and III to support high-quality teaching and learning in schools and 

other early childhood settings. Under each title, program funds have specific uses and limitations 

and must be used to serve eligible children, but these resources can help districts to support early 

learning teachers, administrators, and other staff, learn new skills, and improve their instructional 

practices.

For example, the Minnesota Department of Education (MDE) is working in partnership with 

the Minnesota Elementary School Principals Association and the Minnesota Association of 

School Administrators to provide a comprehensive P–3 professional learning series, which 

launched in fall 2015. The Minnesota PreK–3 Professional Learning Model focuses on three 

drivers for change to improve the results for all children: leadership (administrators and 

teachers), competency (professional practice), and organizations (systems). MDE first 

prioritized developing principal leadership competencies. Principal-led teams participate in 

five full-day sessions given by national and State leaders and innovators on P–3 approaches to 

develop strong principal competencies for building P–3 systems in their communities. 

Concentrating on building P–3 educator competencies, P–3 regional liaisons participate in 

online courses and face-to-face meetings. District/community-based leadership teams are 

headed up by superintendents to gain the skills needed to support a P–3 system.

Title I

In general, Title I funds may be used to support ongoing professional development for any 

teacher in a Title I preschool program so long as the training is related to the Title I preschool 

program and is designed to meet the education needs of Title I-eligible children. Title I funds 

may also be used for professional development for teachers in a preschool program that does not 

receive Title I funds (including a community-based program) provided that the children attending 

the program are likely to attend a Title I elementary school when they enter kindergarten. In this 

case, the purpose of the professional development must be to improve coordination between the 

 

44 Multiple domains of learning include language and literacy development; cognition and general knowledge (including early mathematics and 

early scientific development); approaches toward learning (including the utilization of the arts); physical well-being and motor development 

(including adaptive skills); and social and emotional development. 

45 Ibid.
24

non-Title I preschool and the Title I elementary school or to facilitate children’s transition from 

preschool into elementary school. Consistent with the LEA’s needs assessment and plan, Title I

funds also may be used to improve early learning and develop the knowledge and skills of 

kindergarten through third grade teachers and administrators. This will help ensure that the gains 

made in the preschool years are likely to be sustained across the early grades and enable at-risk 

students to meet challenging State academic standards.

Title II

Title II, Part A funds may be used to support the professional development of early educators. 

The Department issued Non-Regulatory Guidance for Title II, Part A: Building Systems of 

Support for Excellent Teaching and Leading in September 2016 to help SEAs and LEAs support 

teachers, including early educators. These funds have a wide variety of possible applications for 

early educators and the ESEA explicitly includes new ways SEAs and LEAs may use Title II, 

Part A funds to support early learning. These include:

 For the first time, allowing LEAs to support joint professional learning and planned 

activities designed to increase the ability of principals or other school leaders to support 

teachers, teacher leaders, early childhood educators, and other professionals to meet the 

needs of students through age 8 (ESEA section 2103(b)(3)(G)) 

 Supporting LEAs to increase teachers’, principals’, or other school leaders’ knowledge 

base regarding instruction in the early grades and strategies to measure whether young 

children are progressing (ESEA section 2103(b)(3)(G))

 Providing LEA training to support the identification of students who are gifted and 

talented, and implementing instructional practices that support the education of such 

students, including early entrance to kindergarten (ESEA section 2103(b)(3)(J))

 Allowing SEAs to support opportunities for principals, other school leaders, teachers, 

paraprofessionals, early childhood education program directors, and other early 

childhood education program providers to participate in joint efforts to address the 

transition to elementary school, including issues related to school readiness (ESEA

section 2101(c)(4)(B)(xvi))

In Subpart 2 of Title II, the Literacy Education for All, Results for the Nation (LEARN) includes

the Comprehensive Literacy State Development Grants program which will provide competitive

awards to SEAs to support comprehensive literacy instruction (ESEA sections 2222-24)

(formerly known as Striving Readers Comprehensive Literacy Program). SEAs that receive

grants must spend 15 percent of the funds on early learning (defined as birth to kindergarten 

entry). Funds must be used for high-quality professional development; training to administer 

evidence-based early childhood education literacy initiatives; and coordination of families, early 

childhood staff, principals, and other school leaders in addressing children’s literacy 

development (ESEA section 2223). The overall purpose of the program is to improve student 

academic achievement in reading and writing for children from birth to grade 12 by providing 

subgrants to LEAs, early childhood education programs, and their partners to implement 

evidence-based programs that ensure high-quality comprehensive literacy instruction for students 

most in need.

Title III
25

An important purpose of Title III of the ESEA is to help ELs and immigrant children and youths

attain English language proficiency and meet the same challenging State academic standards as 

their non-EL peers. The Department issued Non-Regulatory Guidance: English Learners and 

Title III of the Elementary and Secondary Education Act (ESEA), as amended by the Every 

Student Succeeds Act (ESSA) in September 2016 to help SEAs and LEAs support ELs, 

including young DLLs. In order to ensure ELs receive effective language instruction educational 

programs, Title III funds may be used for professional development to improve the skills and 

knowledge of teachers of ELs, including preschool teachers and school leaders (ESEA sections 

3102, 3115(c)(2), 3115(d)(4)). Title III subgrantees must, as applicable, coordinate activities and 

share data with Head Start agencies and other early childhood providers (ESEA section 

3116(b)(4)); one such activity that may be coordinated with early childhood programs is 

professional development for educators to support preschool-aged ELs. All uses of Title III funds 

must meet the requirement in ESEA section 3115(g) that Title III funds be used to supplement, 

and not supplant, the level of federal, State, and local funds that, in the absence of Title III funds,

would have been expended for programs for ELs and immigrant children and youths. The 

National Professional Development Project, a competitive grant program authorized under Title 

III, provides grants to institutions of higher education (in partnership with LEAs) to improve preservice and in-service support for all educators who serve ELs. Grants support professional 

development activities that will improve classroom instruction for ELs and assist educational 

personnel to meet high professional standards and improve their qualifications and skills. Funds 

may be used to support strong transitions for ELs from Head Start and other preschool programs 

to elementary school. 

Table 4. Examples of how Title I, Part A; Title II, Part A; and Title III, Part A funds can be used to support early 

learning professional development and capacity building.

Use of Funds 

(All examples are for illustrative purposes only. SEAs and LEAs must ensure funds are used 

according to their expressed purposes, conform to all the requirements in the specific title, and 

support the students for whom they are intended.)

Title I

(disadvant

-aged

students)

Title II

(teachers 

and 

leaders)

Title III

(English 

learners)

Align the early learning and K–12 systems at the State level

 Use the Title II State activities funds and the optional 3 percent set aside from LEA subgrants to build 

capacity of preschool through third grade principals and other school leaders. 

 Design school districts’ Title II applications to encourage the use of Title II funding for building early 

learning capacity.

 Update and align certification and licensing standards for early childhood educators, including 

administrators working with young children from preschool through third grade.







Build early learning capacity through SEA efforts

 Support joint training for teachers, principals, other school leaders, paraprofessionals, early childhood 

education program directors, and other early childhood education program providers to develop 

strong strategies to help children transition to elementary school.

 Build early learning capacity of school and district leaders.









Build teacher capacity to support ELs in ways consistent with the program’s non-supplanting 

requirement

 Train early learning teachers to support ELs in developing English language proficiency and 

academic readiness, including training in instruction strategies, the use of appropriate language 

support services, and use of curricula. 

 Support efforts to increase the number of effective bilingual teachers in early learning programs. 

 Develop and implement new English language instruction educational programs for early learning, 

including dual-language programs, or supplement existing ones.

 Improve coordination between early childhood programs and elementary school for ELs by aligning 

EL-related curricula and instruction, conducting transition activities for ELs entering kindergarten, 

and implementing two-way data sharing on ELs between the school district and Head Start or other 

early childhood programs, consistent with privacy laws. 






















26

Use of Funds 

(All examples are for illustrative purposes only. SEAs and LEAs must ensure funds are used 

according to their expressed purposes, conform to all the requirements in the specific title, and 

support the students for whom they are intended.)

Title I

(disadvant

-aged

students)

Title II

(teachers 

and 

leaders)

Title III

(English 

learners)

Support the inclusion of children with disabilities or address challenging behaviors

 Provide coaching for early learning providers and school administrators to promote children’s social, 

emotional, and behavioral development and appropriately address challenging behaviors. 

 Provide ongoing professional development for early learning providers on how to individualize 

instruction, and provide the necessary accommodations and services to meet the learning needs and 

support the participation of children with disabilities across all learning opportunities.









Increase the skills of early educators in schools and community-based settings supported by LEAs

 Focus on effectively supporting children’s language/reading, math, social, and emotional 

development; and on differentiating instruction for young learners.

 Provide support and ongoing training to early learning teachers on the interactive use of technology 

for enhancing classroom instruction and reaching out to families.

 Ensure regular observations of classroom practices to assess and improve teachers’ effectiveness in 

creating high-quality instructional, social, and emotional climates.

 Develop partnerships with institutions of higher education to establish early learning teacher training 

programs that provide prospective and novice teachers with an opportunity to work under the

guidance of experienced teachers and college faculty.

 Provide professional development for local agency and school personnel, including early childhood 

educators, parents, and family members, regarding parent and family engagement strategies.





















Build early learning capacity at the LEA level

 Facilitate the sharing of research-based, effective professional development that brings preschool 

through grade three teachers, principals, staff, and program leaders together for joint professional 

learning and collaboration.

 Provide programs to increase the knowledge base of principals, K–3 teachers, or other school leaders 

on appropriate instruction in the early grades and on strategies to measure whether young children are 

progressing.

 Provide annual joint professional development related to the learning and development of children

from birth through age 8.

 Establish and implement effective induction programs and ongoing supervision/evaluation of site 

administrators and teachers who work in preschool through third grade settings.

 Provide compensation for additional responsibilities and activities related to teacher leadership, such 

as peer-led professional development, mentorship and induction, recruitment and retention, 

curriculum design, and advising on public policy.

 Provide training for educators on how to develop a comprehensive plan to support and engage 

families in the education of their children.

























Conclusion

Over the last several years, an impressive coalition of education, business, law enforcement, 

military, child advocacy, and faith-based leaders have joined together to support the expansion of 

high-quality early education. The new education law brings with it a fresh vision for how we 

may address the education gaps that continue to persist, especially for our most vulnerable 

children. Many SEAs and LEAs around the country have already begun the transformation from 

systems focused exclusively on K–12 education to those that recognize that learning begins prior 

to kindergarten. Schools and LEAs play an important role in increasing access to high-quality,

equitable early learning opportunities for children from birth through third grade so that no 

matter the zip code in which a child is born, he or she will have the chance for success in school 

and in life. 
27

Appendix A

Early Learning Requirements and Opportunities in the ESEA and Related Programs

This is not intended to be an exhaustive list of early learning opportunities under the ESEA, nor 

does it include all of the specific requirements for each program. It is a summary of some of the 

areas in which funds may or must be used to support early learning.

Title/Section Instance Required Allowable/Possible46

Title I, Part A Sec 

1111(a)(1)(B) 

SEA Plan47 SEAs must coordinate with other programs that 

provide services for young children, including

the IDEA, CCDBG, and Head Start, among other 

programs.

Title I, Part A

Sec. 1111(c)

SEA Plan In its State plan, an SEA must describe a 

Statewide accountability system that includes 

not less than one indicator of school quality or 

student success, which State may be of the 

State’s choosing. This indicator must allow for 

meaningful differentiation in school 

performance and is valid, reliable, comparable, 

and Statewide (e.g., an early learning measure).

Title I, Part A Sec. 

1111(g)(1)(A)

SEA Plan SEAs must describe in their State Title I plans 

how the State will provide assistance to LEAs 

and schools choosing to use Title I funds to 

support early childhood education programs.

Title I, Part A Sec. 

1111(h)(1)(C)(viii)(II)

(aa), (h)(2)(C)

SEA and LEA

Report Cards

SEAs and LEAs must include on their report 

cards the number and percentage of students 

enrolled in preschool programs.

Title I, Part A

Sec. 1112(b)(8)

LEA Plan LEAs must describe in their Title I plans, if 

applicable, how they will support, coordinate, 

and integrate Title I services with early 

childhood education programs at the LEA or 

school level, including plans for the transition of 

children to elementary school.

Title I, Part A

Sec. 1112(c)(7)

LEA Assurances An LEA’s Title I plan must provide an assurance 

that the LEA will, if it uses funds to provide 

early childhood education, ensure that programs 

comply with the Head Start education 

performance standards.

Title I, Part A

Sec. 1113(c)(5)

Eligible School 

Attendance Areas

An LEA may reserve funds to provide early 

childhood education programs for eligible 

children.

Title I, Part A

Sec. 

1114(b)(7)(A)(iii)(V)

Schoolwide 

Program Plan

A school operating a Title I schoolwide 

program must develop a comprehensive plan 

that includes a description of the strategies that 

the school will be implementing. This may 

include strategies for assisting preschool 

children in the transition from early childhood 

education programs to local elementary school 

programs.

 

46 All competitive grants are voluntary, and SEAs, LEAs, and other eligible entities are not required to compete for a competitive 

grant.

47 The Department has published proposed regulations on this topic and intends to provide further guidance when the regulations 

are final. 
28

Title/Section Instance Required Allowable/Possible46

Title I, Part A

Sec. 1114(c)

Schoolwide 

Program Preschool 

Programs

A school that operates a schoolwide program 

may use funds to establish or enhance 

preschool programs for children under 6 years 

of age.

Title I, Part A

Sec. 1003

School 

Improvement

An LEA may, for example, address the needs 

of children from birth through third grade as a 

school improvement strategy to improve 

student achievement, instruction, and schools.

Title I, part A Sec.

1115(b)(2)(C)

Targeted 

Assistance School 

Program

A targeted assistance school may use funds to 

assist preschool children in the transition from 

early childhood education programs to 

elementary school programs.

Title I, Part A Sec. 

1116(a)(3)(D)(i)

Parent and Family 

Engagement

An LEA may use funds reserved for parent and 

family engagement to support schools and 

nonprofit organizations in providing family 

engagement professional development. This

may be provided jointly to elementary school 

staff, early childhood educators, and parents 

and family members.

Title I, Part A

Sec. 1117

Participation of 

children enrolled 

in private schools

LEAs receiving Title I funds must provide 

equitable services to eligible private elementary 

and secondary school children and their teachers 

and families. This includes preschool children

in States that consider preschool to be part of 

elementary education under State law. In a State

that does not consider preschool to be part of 

elementary education, however, children in a 

private preschool are not receiving elementary 

education and, thus, are not entitled to receive 

equitable services under Title I. 

Although preschool children generally are not 

entitled to receive equitable services, if they

reside in a participating Title I school

attendance area and attend a private elementary 

school in which school-age children are

entitled to equitable services, the preschool 

children and their teachers and families may 

receive Title I services. Whether such 

preschool children will receive services is 

based on timely and meaningful consultation 

between the LEA and private school officials, 

taking into consideration the needs of 

preschool children and other eligible children 

in the private school and the amount of funding 

available to provide services.

Title I, Part A Sec. 

1119(a) and (b)

Coordination with 

Early Childhood 

Programs

Each LEA receiving Title I funds must develop 

agreements and carry out coordination activities 

with Head Start agencies and, if feasible, other 

early childhood development programs. 

Title I, Part C

Sec. 1304(c)(4)

Migrant Education The State must provide an assurance that it has 

and will address the unmet education needs of 

preschool migratory children.

Title II, Part A

Sec. 

2101(c)(4)(B)(xvi)

State Uses of 

Funds Activities

States may use funds to support opportunities 

for joint professional development for 

elementary school educators and early 

childhood education program educators to 

address the transitions from early childhood 

programs to elementary school and school 

readiness.

Title II, Part A

Sec. 2103(b)(3)(G)(i) 

and (ii)

LEA Uses of 

Funds Activities

LEAs may use funds to increase the knowledge 

base of teachers, principals, or other school 

leaders on instruction in the early grades and 

on strategies to measure whether young 

children are progressing; and the ability of 

principals or other school leaders to support 

school and preschool program educators to 

meet the needs of students through age 8, 

including through joint professional learning 

and planning activities that address the 

transition to elementary school.
29

Title/Section Instance Required Allowable/Possible46

Title II, Part A sec. 

2103(b)(3)(J)

LEA Uses of 

Funds Activities

LEAs may provide training to support the 

identification of students who are gifted and 

talented, and the implementation of

instructional practices that support the 

education of such students, including early 

entrance to kindergarten.

Title II,

Part B, Subpart 2

Sections 2222-2224

Comprehensive 

Literacy State

Development 

Grants Under the 

Literacy Education 

for All, Results for 

the Nation 

(LEARN)(formerl

y known as 

Striving Readers 

Comprehensive 

Literacy Program)

States receiving these competitive grants must 

use 15 percent of subgranted funds for State and 

local programs and activities to support highquality early literacy initiatives for children from 

birth through kindergarten entry and 40 percent

of subgranted funds for State and local programs 

and activities to support children in kindergarten 

through grade five.

Title II, Part B

Sec. 2226

Innovative 

Approaches to 

Literacy

LEAs, BIE, and nonprofit organizations may 

use funds for literacy programs, including early 

childhood literacy, in low-income 

communities.

Title III, Part A

Sec. 3112

Native American 

and Alaska Native 

Children in School 

Program

Grants may support the teaching, learning, and 

studying of Native American/Alaska Native

languages while also increasing the English 

language proficiency of students in preschool, 

elementary, secondary, and postsecondary 

levels or combinations of these levels.

Title III, Part A

Sec. 3115

Subgrants to 

Eligible Entities 

Grants may be used to develop and implement 

effective preschool, elementary school, or 

secondary school language instruction 

educational programs that are coordinated with 

other relevant programs and services. Use of 

funds must be supplemental to other federal, 

State, or local funds.

Title III, Part A Sec. 

3131(c)(1)(C)(6)

National 

Professional 

Development 

Project

.

Institutions of higher education or public or 

private entities (in consortia with SEAs or 

LEAs) may use funds to support professional 

development strategies that promote school 

readiness of ELs and their transition from early 

childhood education programs to elementary 

school.

Title IV, Part A Student Support 

and Academic 

Enrichment Grants

Grants may be used to improve students’ 

academic achievement by increasing the 

capacity of States, LEAs, schools, and local 

communities to

(1) provide all students with access to a wellrounded education;

(2) improve school conditions for student 

learning; and

(3) improve the use of technology in order to 

advance the academic achievement and digital 

literacy of all students.

Grants may support students in all grades.

Title IV, Part B 21st Century 

Community

Learning Centers

Grants may be used to provide opportunities

for communities to establish or expand 

activities in community

learning centers that

(1) provide opportunities for academic 

enrichment to help students meet the 

challenging State academic standards;

(2) offer students a broad array of additional 

services, programs, and activities; and 
30

Title/Section Instance Required Allowable/Possible46

(3) offer families opportunities for active and 

meaningful engagement in their children’s 

education.

Grants may support students in all grades.

Title IV, Part D

Sec. 4407(a)(3)

Magnet Schools 

Assistance

Grant funds may be used by an LEA, or LEA 

consortium, for the compensation, or 

subsidization of the compensation, of 

elementary school and instructional staff to 

conduct programs in magnet schools.

Title IV, Part C

Sec. 4302(a)

Charter School 

Program

A charter school may serve early childhood, 

elementary school, or secondary school 

students.

Title IV, Part F

Sec. 4611

Grants for 

Education 

Innovation and

Research

Grants may, for example, be used to support 

early learning, and must be used to 

(A) create, develop, implement, replicate, or 

take to scale entrepreneurial, evidence-based, 

field-initiated innovations to improve student 

achievement and attainment for high-need 

students; and

(B) rigorously evaluate such innovations.

Title IV, Part F

Sec. 4624(d)(2)

Promise 

Neighborhoods

These competitive grants must be used to 

implement pipeline services—that is, a 

continuum of coordinated supports, services, and 

opportunities for children from birth through 

entry into and success in postsecondary 

education, and career attainment, that must 

include, at a minimum, high-quality early 

childhood education programs.

Title IV, Part F

Sec. 4625(e)(1)

Full-Service 

Community 

Schools

Grants must be used to coordinate not less than 

three existing pipeline services, and provide not 

less than two additional pipeline services at two

or more public elementary schools or 

secondary schools (pipeline services selected 

may include high-quality early childhood 

education programs).

Title IV, Part F

Sec. 4642

Assistance for Arts 

Educators

Awards may, for example, be used to promote 

school readiness through the development and 

dissemination of accessible instructional 

materials and arts-based educational 

programming.

Title IV, Part F

Sec. 4643

Ready to Learn 

Television

These competitive grants are to promote school 

readiness through the development and 

dissemination of accessible instructional 

programming for preschool and elementary 

school children and their families.

Title IV, Part F

Sec. 4644

Supporting HighAbility Learners 

and Learning

Awards to promote support for high-ability 

learners and high-ability learning.

Title V, Part B,

Subpart 1, Sec. 5211

Small, Rural 

School 

Achievement

Program

An LEA may use funding 

to carry out local activities authorized under 

any of the following provisions, including early 

learning activities to the extent they are 

authorized:

(A) Part A of Title I.

(B) Part A of Title II.

(C) Title III.

(D) Part A or B of Title IV.

Title V, Part B

Subpart 2, Sec. 5221

Rural and LowIncome School 

Program

An LEA may use funds for any of the 

following, including early learning activities to 

the extent they are authorized:

(1) Activities authorized under Part A of Title I

(2) Activities authorized under Part A of Title 
31

Title/Section Instance Required Allowable/Possible46

II

(3) Activities authorized under Title III

(4) Activities authorized under Part A of Title 

IV

(5) Parental involvement activities

Title VI, Part A

Sec. 6115 (b)(3)

Indian Education 

Grants 

LEAs may use funds to support early childhood 

programs that emphasize school readiness.

Title VI, Part A

Sec. 6121 (c)(7)

Demonstration 

Grants for Indian 

Children

Grants may be used to support early childhood 

education programs that are effective in 

preparing young children to make sufficient 

academic growth by the end of grade three, 

including kindergarten and pre-kindergarten 

programs, family-based preschool programs 

that emphasize school readiness, screening and 

referral, and the provision of services to Indian 

children and youths with disabilities.

Title VI, Part A

Sec. 6122

Indian Education -

Professional 

Development for 

Teachers and 

Education 

Professionals

Grants to IHEs to provide training to qualified 

American Indians to become teachers, 

administrators, social workers, and specialized 

instructional support personnel; and improve 

the skills of those qualified American Indians 

who already serve in these capacities.

Professional development grants maybe used to 

support early learning only if the State in which 

the grant participant is seeking teacher 

certification has a requirement that early 

learning teachers be certified.

Title VI, Part B

Sec. 6205 (3)(A), (B), 

and (C)

Native Hawaiian 

Education 

Program

Nonprofit or other organizations and agencies 

may use funds to support a Statewide Native 

Hawaiian early education and care system, and 

to operate family-based education centers, and 

for research.

Title VI, Part C

Sec. 6304 (a)(3)(C)

Alaska Native 

Education 

Program 

Nonprofit or other organizations and agencies 

may use funds to support early childhood and 

parent education programs that improve school 

readiness.

Title VIII, Part F, 

Subpart 1

Sec. 8501- 8504

Participation of 

Children Enrolled 

in Private Schools

SEAs, LEAs, or other entities receiving federal

financial assistance under applicable programs 

must provide equitable services to eligible 

private school participants in elementary and 

secondary schools. This includes preschool 

children in States that consider preschool to be 

part of elementary education under State law. In 

a State that does not consider preschool to be 

part of elementary education, however, children 

in a private preschool are not entitled to receive 

equitable services under applicable programs.

Applicable programs include

Title I, Part C, Education of Migratory Children;

Title II, Part A, Supporting Effective Instruction;

Title III, Part A, English Language Acquisition, 

Language Enhancement, and Academic 

Achievement;

Title IV, Part A, Student Support and Academic 

Enrichment Grants; and

Title IV, Part B, 21st-Century Community 

Learning Centers.

Although preschool children generally are not 

entitled to receive equitable services, if 

preschool children attend a private elementary 

school in which school-age children are 

entitled to equitable services, the preschool 

children, their teachers, and other educational 

personnel may receive services. Whether such 

preschool children, their teachers, and other 

educational personnel will receive services is 

based on timely and meaningful consultation 

between the LEA and private school officials, 

taking into consideration the needs of 

preschool children and eligible educational 

personnel in the private school and the amount 

of funding available to provide services.
32

Title/Section Instance Required Allowable/Possible46

Title VII-B of the 

McKinney-Vento 

Homeless Assistance 

Act

McKinney-Vento 

Education for 

Homeless Children 

and Youths 

Program

SEAs must use funds to help ensure that 

homeless children, including preschoolers, have 

equal access to free, appropriate public 

education.

Title IX, Part B Sec. 

9212 of the ESSA

Preschool 

Development 

Grants

These competitive grants support States to

develop, update, or implement a strategic plan 

that facilitates collaboration and coordination 

among early childhood education programs and 

improves transitions to elementary school; 

encourage partnerships among early childhood 

education providers; and maximize parental 

choice.
33

Appendix B

Resources by Topic Area

This appendix includes federal policy Statements and resources, and a sampling of external tools from the field. No 

official endorsement by the U.S. Department of Education of any non-federal product, commodity, service or 

enterprise mentioned in this publication, and specifically in this Appendix B, is intended or should be inferred. The 

U.S. Department of Education does not guarantee the timeliness or accuracy of the information contained at these 

external resources.

Assessments

Early Childhood Assessment: Why, What, and How, from the National Academy of Science, Engineering, and 

Medicine, looks at how assessments that are well designed, effectively implemented, developed in the context of 

systematic planning, and interpreted and used appropriately can inform teaching and program improvement, and 

contribute to better outcomes for children. 

Case Studies of the Early Implementation of Kindergarten Entry Assessments presents findings from a descriptive 

study that examined the development and early implementation of kindergarten entry assessments in 12 districts 

across four Race to the Top-Early Learning Challenge grantee States (Maryland, Oregon, Pennsylvania, and 

Washington) as part of their comprehensive assessment systems. The goal of the study was to help educators 

identify gaps in children's competencies, target instruction to children's individual needs, engage parents to better 

support their child's learning, and identify needs for expanding and improving early learning opportunities. 

Children With Disabilities

Children with disabilities and their families continue to face significant barriers to accessing inclusive high-quality 

early childhood programs, and too many preschool children with disabilities are only offered the option of receiving 

special education services in settings separate from their peers without disabilities. The “Policy Statement on 

Inclusion of Children with Disabilities in Early Childhood Programs,” released jointly by ED and HHS, States that 

all young children with disabilities should have access to inclusive high-quality early childhood programs, where 

they are provided with individualized and appropriate support in meeting high expectations.

Chronic Absenteeism

Frequent absences from school can be devastating to a child's future. Children who are chronically absent in 

preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade. ED’s Every 

Student, Every Day: A Community Toolkit to Address and Eliminate Chronic Absenteeism may help support 

coordinated community action that addresses the underlying causes of local, chronic absenteeism affecting millions 

of children in our nation's schools and early learning programs each year. 

Dual Language Learners

The Department issued Non-Regulatory Guidance for Title II, Part A: Building Systems of Support for Excellent 

Teaching and Leading in September 2016 to help SEAs and LEAs support ELs, including young DLLs.

This ED and HHS joint “Policy Statement on Supporting the Development of Children Who are Dual Language 

Learners in Early Childhood Programs” provides recommendations for States and local communities to promote the 

development and learning of young children, from birth to age five, who are DLLs. The Statement also provides 

support to tribal communities in their language revitalization efforts within tribal early childhood programs.

ED’s English Learner Tool Kit is designed to help SEAs and LEAs meet their legal obligations to ELs and provide 

all ELs with the support needed to attain English language proficiency while meeting college- and career-readiness 

standards. The tool kit is intended primarily for State, district, school administrators, and teachers, but may also 

inform other stakeholders concerned with the education of ELs.

HHS’ Dual Language Learner Toolkit provides resources for early childhood program leaders, educators, and 

families on how to best support the learning and development of dual language learners. 
34

ED’s Newcomer Tool Kit can help U.S. educators and others who work directly with immigrant students—including 

asylees and refugees—and their families.

Early Learning Data

Through the Statewide Longitudinal Data System (SLDS) program, ED has supported the development of early 

learning data systems to improve instruction, practices, services, and policies. This includes encouraging the 

development of Early Childhood Integrated Data Systems (ECIDS) that collect and maintain data from early 

childhood programs across multiple agencies. A few key resources related to early childhood data and data systems 

include: 

 The IDEA Early Childhood Data Systems (DaSy) Center’s data systems framework to assist IDEA Part C 

and Part B, Section 619 programs in developing and enhancing high-quality State data systems and in 

improving the quality of their IDEA data

 The SLDS program’s ECIDS toolkit, developed to be used by any State regardless of where it is in the 

process of developing an ECIDS

 The QRIS Resource Guide, a tool for States and communities to explore key issues and decision points 

during the planning and implementation of a quality rating and improvement system (QRIS). States are 

involved in various activities to improve the availability and quality of early and school-age care and 

education programs. Most often these activities are supported by quality set-aside funds from the Child 

Care and Development Fund (CCDF). States increasingly use CCDF funds to create QRIS or elements of 

QRIS.

 The Privacy Technical Assistance Center’s (PTAC) resources about privacy and data sharing in early 

childhood programs, designed to assist States, communities, and local providers who are using data to serve 

the needs of children and families participating in early childhood programs (e.g., Head Start, child care, 

preschool). Data sharing can support efficient, effective services for children. However, the benefits of data 

sharing and use must be balanced with the need to support privacy.

Every Student Succeeds Act Resources

The Every Student Succeeds Act (ESSA) was signed by President Obama on December 10, 2015, and represents 

good news for our nation’s schools. This bipartisan measure reauthorizes the 50-year-old Elementary and Secondary 

Education Act (ESEA), the nation’s national education law and longstanding commitment to equal opportunity for 

all students. ED has created key ESSA resources, including guidance and regulatory information such as this 

publication, Non-Regulatory Guidance Early Learning in the Every Student Succeeds Act: Expanding Opportunities 

to Support our Youngest Learners.

Family Engagement

The ED-HHS “Policy Statement on Family Engagement: From the Early Years to the Early Grades” provides

guidance and recommendations to early childhood systems and programs on family engagement practices from the 

early years to the early grades. Family engagement refers to the systematic inclusion of families in activities and 

programs that promote children’s development, learning, and wellness, including in the planning, development, and 

evaluation of such activities, programs, and systems.

Parenting Matters: Supporting Parents of Children Ages 0–8 from the National Academy of Science, Engineering, 

and Medicine examines the State of the science with respect to parenting knowledge, attitudes, and practices that 

support positive parent-child interactions and healthy development of children ages 0–8; strategies for supporting 

parents and helping them engage in parenting practices associated with healthy child development; barriers and 

facilitators to strengthening parenting capacity and parents’ participation in effective programs and services; and 

gaps in research on parenting. The report is intended to serve as a roadmap for the future of parenting and family 

support policies, practices, and research in the United States.

The Office of Head Start (OHS) Parent, Family, and Community Engagement (PFCE) Framework is a researchbased approach to program change designed to help Head Start and other early childhood programs achieve 

outcomes that lead to positive and enduring change for children and families.

Two Generation Approaches is a publication, prepared for the Department by Jobs for the Future, that considers the 

needs of both vulnerable children and parents, together, in the design and delivery of services and programs to 
35

support improved economic, education, health, safety, and other outcomes that address the issues of 

intergenerational poverty.

Language/Literacy

The Early Learning Language and Literacy Series of professional development modules on early literacy learning

from birth to kindergarten is designed to support the work of early education initiatives across the 50 States and the 

territories to support the language and literacy development of young children.

Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade

Practice Guide

This practice guide provides four recommendations for teaching foundational reading skills to students in 

kindergarten through third grade. Each recommendation includes implementation steps and solutions for common 

obstacles.

Preventing Reading Difficulties in Young Children

This National Academy of Science, Engineering, and Medicine study provides a summary report that examines 

research findings to provide an integrated picture of how reading develops and the importance of high-quality 

preschool and kindergarten environments and their contribution to providing a critical foundation to facilitate 

children’s acquisition of essential reading skills.

ED and HHS created tip sheets for families, caregivers, and early learning educators. The "Talk, Read, and Sing 

Together Every Day" resources can help enrich a child's early language experiences by providing research-based 

tips for talking, reading, and singing with young children every day beginning from birth. 

Neuroscience 

From Neurons to Neighborhoods: The Science of Early Childhood Development, from the National Academy of 

Science, Engineering, and Medicine, presents the evidence about "brain wiring" and how kids learn to speak, think, 

and regulate their behavior. It examines the effect of the climate—family, child care, community—in which the 

child grows. From Neurons to Neighborhoods: An Update: Workshop Summary is based on the original study 

released in October 2000.

Preschool – Third Grade

The Framework for Planning, Implementing, and Evaluating PreK–3rd Grade Approaches provides a vision for 

approaches designed to improve the quality and coherence of children’s learning opportunities, from preschool

through third grade. Ultimately, comprehensive P–3 approaches hold the potential to improve child outcomes and 

prevent or close achievement gaps. This framework is intended to be referenced and used over an extended period of 

time for reflection, self-evaluation, and improvement of P–3 efforts. It is designed primarily for use by schools, 

school districts, early learning programs, and other community partners.

Developed by a panel of leading practitioners, Leading Pre-K-3–Learning Communities: Competencies for Effective 

Principal Practice (Executive Summary), from the National Association of Elementary School Principals, defines 

new competencies, and outlines a practical approach to high-quality early childhood education that is critical to 

laying a strong foundation for learning for young children from age three to third grade.

This series, Principal's Corner: Perspectives on Teaching and Learning in PreK–3rd Grade, from New America is 

based on focus groups of elementary school principals conducted in five U.S. cities. The six briefs take a closer look 

at principals’ perceptions of what should take place in pre-K and early grade classrooms, while offering 

recommendations for States and school districts in regard to building principals’ expertise in this area.

Private School Consultation and Equitable Services

ED’s Office of Non-Public Education (ONPE) provides resources to help SEAs and LEAs meet their obligations to 

ensure the provision of equitable services to eligible private school students and teachers in applicable programs. 

Information on ESSA and the participation of private school students, teachers, and other education personnel are 

located on ONPE’s ESSA webpage.
36

Program Quality (Nationally Recognized Standards)

The Division for Early Childhood (DEC) at the Council for Exceptional Children (CEC)’s DEC Recommended 

Practices were developed to provide guidance to practitioners and families about the most effective ways to improve 

the learning outcomes and promote the development of young children, from birth through age 5, who have or are at

risk for developmental delays or disabilities.

Eager to Learn: Educating Our Preschoolers, from the National Academy of Science, Engineering, and Medicine,

includes research findings on how children’s early experiences lay the foundations for their later social and 

emotional behavior, as well as their literacy and cognitive development. 

The newly revised Head Start Program Performance Standards, aligned with the Head Start Child Early Learning 

Outcomes Framework Ages Birth to Five (2015), encourage the use of data for programs to ensure a continuous 

quality improvement process, reducing administrative burden and allowing grantees to focus on outcomes over 

process.

Lessons from Research and the Classroom: Implementing High-Quality Pre-K that Makes a Difference for Young 

Children, a series of research papers commissioned by the Bill and Melinda Gates Foundation in 2012, address

whether pre-K programs produced gains in student achievement that persisted into the early elementary grades; 

whether high-quality programs could be cost sustainable; and what program features contribute to strong 

interactions between teachers and children, the central ingredient in high-quality programs. The research was 

iterative; therefore, conclusions about the components of high-quality—including the importance of bachelor’s

degrees for lead teachers—evolved based on new information.

The National Association for the Education of Young Children Accreditation Standards and Criteria were updated 

in 2006 to (1) include explicit program standards for early childhood programs serving children birth through 

kindergarten; and (2) make the standards more evidence-based and aligned with the profession’s knowledge of best 

practices.

The National Institute for Early Education Research (NIEER) State Preschool Yearbook is an annual publication 

that has tracked the funding, access, and policies of State-funded preschool programs since the 2001–02 school year. 

The yearbook seeks to improve the public's knowledge and understanding of State efforts to expand the availability 

of high-quality education to young children. 

Screenings

By expanding screenings and awareness to identify early delays and link families to support options, we can 

permanently alter the life trajectory of these children. Visit the ED/HHS Birth to 5: Watch Me Thrive! resource page 

to learn more.

State Advisory Councils on Early Childhood Education and Care (SACs)

The purpose of this policy Statement, “State Advisory Councils on Early Childhood Education and Care: Advancing 

Work Beyond Federal Financing,” is to provide guidance to SACs on sustaining federal and State investments, and 

advancing work that supports the coordination of quality, comprehensive systems of early care and education at the 

State level. 

Suspension & Expulsion

This joint ED and HHS “Policy Statement on Expulsion and Suspension Practices in Early Childhood Settings” is 

intended to assist States and their public and private local early childhood programs in preventing and severely 

limiting expulsions and suspensions in early learning settings. Recent data indicate that expulsions and suspensions 

occur with regularity in preschool settings, a problematic issue given the well-established research indicating that 

these practices can influence a number of adverse outcomes across development, health, and education. Additional 

information about federal efforts to improve school climate and discipline can be found here.

School Turnaround

Incorporating Early Learning Strategies in the School Improvement Grants (SIG) Program: How Three Schools 

Integrated Early Childhood Strategies into School Turnaround Efforts to Improve Instruction for All Students, from 

the Center on Enhancing Early Learning Outcomes (CEELO) and the Center on School Turnaround (CST),
37

highlights three selected schools that have, with the support of their districts, promoted the use of early childhood 

programming (P–3) as a key strategy in their schools’ turnaround models.

Science, Technology, Engineering and Mathematics (STEM)

The "Let's Talk, Read, and Sing about STEM!" resources provide fun, concrete resources and recommendations for 

families, caregivers, and infant, toddler, and preschool educators on easy ways to incorporate Science, Technology, 

Engineering, and Mathematics (STEM) concepts and vocabulary into everyday routines. 

The book, Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity, provides information 

about the critical areas that should be the focus of young children’s early mathematics education, explores the extent 

to which they are currently being incorporated in early childhood settings, and identifies the changes needed to 

improve the quality of mathematics experiences for young children. 

This practice guide, Teaching Math to Young Children, from the Institute of Education Sciences offers educators 

specific, evidence-based recommendations that address the challenge of teaching early math to children ages 3 to 6.

Technical Assistance Centers

ED and HHS have invested in technical assistance to strengthen the quality and availability of early learning 

programs. Many of the technical assistance centers offer resources for SEAs, LEAs, providers, administrators, and 

families. 

Title I Preschool Guidance (2012)

In 2012, ED released revised non-regulatory guidance Serving Preschool Children through Title I, Part A of the 

Elementary and Secondary Education Act of 1965, as Amended. The guidance is valid through the 2016–17 school 

year, and schools and districts may find it useful in regards to family engagement, examples of supplement not 

supplant, and resources. 

Workforce

Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation

This report from National Academy of Science, Engineering, and Medicine offers recommendations to build a 

workforce that is unified by the foundation of the science of child development and early learning and the shared 

knowledge and competencies that are needed to provide consistent, high-quality support for the development and 

early learning of children from birth through age 8.