Practice brief
Report

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
Rebekah LeMahieu Development and Research in Early Mathematics Education (DREME) Network
Megan Loef Franke 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.