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P–20 and Demonstration Sites Developed Plans That Aligned with Best Practices in P–3

• P–20's requirement that demonstration sites engage in activities in all focus areas, rather than on selected components, played a large role in demonstration sites' work.
• The framework that P–20 developed to guide P–3 work captured the core of a P–3 approach.

P–20 and Demonstration Sites Executed Most Plans as Intended

• P–20 and demonstration sites executed majority of activities outlined in their plans.
• Sites managed to balance commitments to stated plans with adaptations as needed.

P–20 and Demonstration Sites Developed Plans Likely to Promote Long-Term Effects or Sustainability of P–3 Efforts

• Most statewide and demonstration site work is likely to contribute to long-term change in Hawai'i's P–3 landscape.
• Awareness of importance of early learning to later academic performance grew substantially.
• No systematic effort has been made to plan for a next phase of P–3 initiative or to identify funding to continue P–20's activities.

P–20 and Demonstration Sites Engaged in Activities That Promoted System Change

• Both P–20 and demonstration sites implemented most elements of system change required to effectively promote it.
• P–20 did not offer incentives or impose consequences for demonstration site performance; incentives played little role in motivating work.

The P–3 Initiative Increased Fraction of Third-Grade Children Reading at Grade Level

• More years of participating in the P–3 initiative were associated with a modest increase in student reading scores.
• More years of participating in the P–3 initiative raised the likelihood of scoring proficient on the state reading test.