As states increasingly call for standards-based Pre-K programs, teachers and administrators often struggle to balance traditional child development practice with external standards and policies.

We talk with University of Wisconsin-Madison researcher Elizabeth Graue, lead author of a new, multi-state, comparative case study titled “What Guides Pre-K Programs?” published in Teachers College Record in August 2018.

Graue joins CPRE Director Jonathan Supovitz (University of Pennsylvania) to discuss her findings and their implications for Pre-K administrators, teachers, and policymakers.

Featured research: Elizabeth Graue, Sharon Ryan, Bethany Wilinski, Kaitlin Northey & Amato Nocera. What Guides Pre-K Programs? Teachers College Record Volume 120 Number 8, 2018, p. 1-36