Math

Toward an Instructional Infrastructure to Support Instructional Improvement in PreK-3 Mathematics: Four Districts’ Experiences with the California Education Partners

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This study investigated the experiences of four midsized school districts in California that participated in the Pre-K to 3 Coherence Collaboration, convened by California Education Partners (CEP). This report highlights four primary implications: [1] how the districts used supports to coordinate and maintain instruction quality that bridges pre-k and the early elementary grades; [2] the […]

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Preschool to Third Grade Alignment: What Do We Know and What Are We Learning?

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This policy brief addresses recent results from two studies: one focused on alignment of math instructional practices PreK to Kindergarten (Making PreK Count/High 5s in New York City), and the other focused on alignment of an integrated curriculum and professional development from PreK through 2nd grade (ExCEL in Boston Public Schools). The brief examines the concept of instructional

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

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This report takes an in-depth look at two school districts’ efforts to increase alignment and continuity between PreK and elementary schools, paying particular attention to mathematics. The comparative case study approach lays bare the complexity of this work – and also highlights how it can look quite different from one district to another. The authors

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