Key resources focused on the implementation of state and municipal preschool programs are featured in this The Learning Curve. These reports provide findings, insights, and lessons learned that researchers, policymakers, and practitioners can leverage in the pursuit of building and expanding enriching high-quality early care and education (ECE) programs.

The State of Preschool 2019
The National Institute for Early Education Research’s annual State Preschool Yearbook highlights state preschool programs’ funding, access, and policies, tracking the expansion and availability of high-quality education for young children. This edition also warns of the potential long-term dangers to preschool programs that may result from the current health and economic crisis. Recommendations for policymakers and advocates are included for consideration in their efforts to strengthen ECE policy and practice amidst economic instability due to the pandemic.

Kindergarten Impacts of the Pennsylvania Pre-K Counts Program:
A Statewide Evaluation
The School of Education and the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill recently released Kindergarten Impacts of the Pennsylvania Pre-K Counts Program: A Statewide Evaluation and Implementation of the Pennsylvania Pre-K Counts Program: A Statewide Evaluation. This evaluation explored Pennsylvania’s implementation of its publicly-funded Pre-K Counts (PA PKC) prekindergarten program. It also investigated PA PKC’s impact on children’s early academic, social, and executive function skills. PA PKC serves 3- and 4-year-olds and describes its target population as children from low-income households and/or those who reside in environments or experience barriers to opportunities that place them at risk for not excelling in school. This is the first statewide analysis of PA PKC which is offered in public school preschools, Head Start, Department of Education privately licensed nursery schools, and child care settings.

A Focus on Teaching and Learning in Pre-K through 2^nd Grade
Lessons from Boston
New America’s report, funded by the Foundation, shares the story of the Boston Public Schools (BPS) district’s work to ensure that young children benefit from reforms to its preschool program. BPS is driving innovation in the field by using its own aligned curriculum and instructional practices across the preschool through second-grade continuum and by using research and data to shape continuous improvement efforts. BPS also consistently works to improve their professional development and coaching systems for teachers. Key takeaways and lessons learned are provided for policymakers seeking to establish and scale up high-quality ECE programs.