Effective Preschool Curricula and Teaching Strategies
This issue brief explores lessons from research and practice about the role of intentional curriculum and professional development and supports for teachers in closing the achievement gap in early literacy and math for low-income preschool-age children. The aim is to help policymakers and administrators integrate this emerging knowledge more rapidly into their decisions to support teachers. It is part of a series of reports from the National Center for Children in Poverty (NCCP) that address the question "What will it take to ensure that young low-income children succeed in the early school years?"
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