Report
Practice brief
Case study

Fostering Pre-K to Elementary Alignment and Continuity in Mathematics in Urban School Districts

Challenges and Possibilities
Fostering Pre-K to Elementary Alignment and Continuity
Authors
Cynthia Coburn
Northwestern University
Elizabeth Friedmann
University of California, Davis
Kelly McMahon
Carnegie Foundation for the Advancement of Teaching
Graciela Borsato
Development and Research in Early Math Education, Stanford University
Abigail Stein
Graduate Research Assistant
Natalie Jou
Northwestern University
Seenae Chong
University of San Francisco Leadership Studies Program
Rebekah LeMahieu
Development and Research in Early Mathematics Education (DREME) Network
Megan Loef Franke
University of California, Los Angeles
Sonia Ibarra
University of California, Los Angeles
Deborah Stipek
Stanford University
Published

Summary

In recent years, California has invested in improving early childhood education programs. Research shows the importance of high-quality early childhood education, but the disconnect from K–12 education threatens its long-term benefits. If the early grades do not build on the gains made in preschool, they likely will be lost. This brief, based on a longer technical report , describes the challenges facing pre-K–3 alignment and offers promising practices and policy recommendations.

Suggested citation
Coburn, C., Friedmann, E., McMahon, K., Borsato, G., Stein, A., Jou, N., Chong, S., LeMahieu, R., Franke, M. L., Ibarra, S., & Stipek, D. (2018, November). Fostering pre-K to elementary alignment and continuity in mathematics in urban school districts: Challenges and possibilities [Practice brief]. Policy Analysis for California Education. https://edpolicyinca.org/publications/fostering-pre-k-elementary-alignment