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 important roles that external partners, like CEP, can serve in supporting districts in building infrastructure for pre-k to 3rd grade;
[3] the work of creating alignment and continuity is a developmental process, not a one-time initiative; and
[4] systemic change at the district level requires systemic leadership.