1、ANNA SHAPIRO,ELIZABETH D.STEINER,ASHLEY WOO,JILL S.CANNON,CHRISTOPHER JOSEPH DOSS,LYNN A.KAROLY,EMMA B.KASSANInstructional Resources in Public SchoolBased Pre-KFindings from the Spring 2024 American Pre-K Teacher SurveyMore children are enrolled in pre-kindergarten(pre-K)than ever before,and publicl
2、y funded pro-grams now account for 60 percent of pre-K enrollment(Friedman-Krauss et al.,2024;McElrath and Bauman,2021).1 Although publicly funded pre-K programs are offered in a vari-ety of settings,most students(60 per-cent)are enrolled in public schools.Furthermore,an estimated 60 percent of publ
3、ic elementary schools enroll pre-K students,with about one-quarter enrolled in part-day class-rooms and three-quarters in full-day classrooms(Little,2021;National Survey of Early Care and Education NSECE Project Team,2021).In this report,we present national data on public schoolbased pre-K teachers
4、reports of the curricula and assess-ments they use,their planning time KEY FINDINGS More than 80 percent of public schoolbased pre-kindergarten(pre-K)teachers used multiple commercially available curriculum materials in their classrooms,even when they used a comprehen-sive curriculum.Most pre-K teac
5、hers believed that the instructional materials they used were high quality,particularly for promoting development in language and literacy,early numeracy,and social and emotional domains.Teachers of part-day and full-day classrooms reported using simi-lar curriculum and assessment materials,but part
6、-day teachers had less training on how to use them.Less than one-third of pre-K teachers strongly agreed that they had adequate time during their contracted hours for tasks that support instructional delivery.Teachers of part-day classrooms were less likely to report having adequate time for typical
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