A Cross-Case Analysis of Preschool Through Third Grade (P–3) Alignment: Effective Practices and Policies at State, District, Municipal, and School Levels

Session Submission Type: Symposium

Abstract

The concept of creating “alignment” and “continuity” across early childhood and K-12 systems has gained much traction with researchers, policymakers, and practitioners. In reality, implementing “alignment” and creating “continuity” are quite different depending on the organizational level for which reform is intended. For example, alignment at the state level requires different practices and policies than alignment within a school building. This symposium session takes a comprehensive look at preschool through third grade (P-3) alignment by highlighting multiple case studies, each which examines reform at a different organizational level. The session will provide provocative implications for policy, practice, and future research.

Sub Unit

• SIG-Early Education and Child Development

Chair

• Kristie Kauerz, University of Washington

Papers

• Practices and Policies in Aligned Preschool-Through-Third-Grade (P-3) Systems: Comparative Case Studies of a Suburban and a Rural School District in Washington - Geoff Marietta, Harvard University; Celia Gomez, Harvard University

• Policies, Practices, and Leadership to Create Aligned and Integrated P-12 Learning Systems in Two States and Ontario - Erika Lee Hunt, Illinois State University

• National League of Cities: Pre-K-to-Third-Grade Alignment Efforts in Five Cities - Tonja Rucker, The National League of Cities

• A Collaborative Approach to Achieving Ready Schools and Ready Students - Reuben Jacobson, University of Maryland

Discussant

• Lisa Hood, Illinois State University