Summary of “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 in Mathematics in Urban School Districts: Challenges and Possibilities1 analyzes the efforts of the San Francisco Unified School District (SFUSD), to connect educational experiences from Pre-K through the early elementary grades. The study focuses on mathematics, however, the authors state that the findings are useful to other subject areas. The study specifically investigates strategies that facilitate continuity, defined as the degree to which teaching and learning connect and are scaffolded across grade levels (p. 2) and alignment defined as the degree of connection among different elements of policy (e.g., the district’s curriculum, assessments, standards, professional development) at a given level of schooling (e.g., preschool or early elementary) (p. 2).

The data for the study were collected during the 2016-17 school year and included: interviews with district leaders, district staff, school leaders, and Pre-K through grade 2 teachers in three schools; a Pre-K through grade 2 teacher survey; observations of district meetings and professional development events; and a review of district material such as the mathematics curriculum units, policy documents, and material from professional development activities.