In fall 2025, California reached a historic milestone by expanding publicly funded preschool to every 4-year-old. The briefing reviews California’s first year of universal prekindergarten, highlighting the successes and challenges of increasing access to high-quality early learning within the state’s mixed delivery system.
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Rural schools often have limited access to academic, social, and mental health resources. In California, a cross-district initiative resulted in a collaborative effort to pool resources and implement community schools, fostering improvements in student outcomes and overall well-being.
Steve WojcikiewiczKimberlee RalphJon SnyderJennifer A. BlandMarjorie Wechsler
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To help districts address acute teacher shortages and high attrition, Texas incentivized and expanded paid teacher residences through its High-Quality, Sustainable Residencies Program. Research findings highlight effective program features, sustainable strategies, policy lessons, and actionable guidance for strengthening teacher pipelines in Texas and other states.
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Investing in equitable educational opportunities isn’t just a moral imperative—it makes practical and economic sense. Proven interventions reduce longstanding opportunity gaps and can unlock billions in annual benefits while building a stronger, more prosperous future for the nation.
The EdPrepLab Policy Summit brings together leaders from across educator preparation, practice, and policy to explore pressing issues facing the field and elevate impactful policy solutions in states and in classrooms across the country.
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Well-prepared teachers are essential during early years of learning, which form the foundation for lifelong success. A study examining early childhood credentialing programs in Louisiana, Massachusetts, New Jersey, and New York sheds light on strategies institutions of higher education can use to promote quality and accessibility of ECE credential programs.
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Well-prepared teachers are essential during the early years of learning, which form the foundation for lifelong success; and yet fewer than half of U.S. states require teachers to hold a credential. State-level policies governing the credentialing of early childhood teachers in Louisiana, Massachusetts, New Jersey, and New York illustrate how states can support a high-quality preschool workforce.
