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.

In this edition of Research Minutes we welcome 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.