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John's response to Sara Mead's Early Ed Watch blog got me thinking -- how should districts choose a curriculum? What are the pros and cons, both fiscally and educationally, to using different curriculum models?

It is great that we are looking at curriculum and trying to find "what works" but I can't help but ask, "How will this study help kids?" What would a kid benefit more from if we are talking dollars and sense? Is it better to have a highly effective curriculum or a highly effective teacher?

Hello! I'm Jennifer and I'll be blogging alongside Karissa and John. I teach three-year-old pre-kindergarten in Washington, DC, and I'm excited to share my perspectives and experiences with you this year!

There are some things about ADD and attention that we confuse when we talk about learning. When we look at the description of Michael's pre-k experience, his learning is never an issue.

A recent article in the Landcaster New Era, Wait list grows along with state preschool funding, describes a growing trend in early childhood education.

We are grateful to Chairman Miller, Congressman Castle and other leaders on the House Education and Labor Committee for their strong endorsement today of high-quality state pre-k programs, and we heartily congratulate Congresswoman Hirono for her leadership on this issue! The committee's bipartisan approval of her bill, Providing Resources Early for Kids Act (the PRE-K Act) is a huge win for America's children and families.

Pre-K Now today released results of a national poll on voters' views of state and federal support for high-quality pre-kindergarten programs. The findings reveal broad support for making voluntary pre-k for all children a larger fiscal priority, and suggest that candidates' positions on the issue could influence many Americans' votes this fall. Notably, seven in 10 voters - and 7 in 10 "swing voters" - support a proposeal for new federal grants to help states increase the quality and availability of their pre-k programs.

In light of the growing demand for high-quality pre-kindergarten programs and concerns about poor quality programs in some of the country's largest states, a report released today helps decision makers estimate the costs of quality improvements to teacher education and class size.

In spite of significant fiscal and political challenges, 16 governors and the mayor of Washington, D.C., proposed a total of $261 million in increases for pre-kindergarten programs, according to Pre-K Now, a Washington, D.C.-based education advocacy group, in its annual state-by-state analysis of leadership on early childhood education released today.

While the "State of Preschool" Yearbook highlights important progress in the movement for high-quality pre-kindergarten for all, we have a long way to go as a country before we can truly celebrate. Until the parent of every 3- and 4-year-old can access and afford a quality, voluntary pre-k program, we have work to do.