The Alignment of Mathematics Instruction From Pre-Kindergarten to Kindergarten in New York City

• In Event: Curricular Policies From Kindergarten to College

Abstract

This paper describes mathematics instructional alignment between prekindergarten and kindergarten in 24 schools in New York City (NYC). Detailed observations of prekindergarten and kindergarten classrooms, as well as analysis of the curricula used in those classrooms, provide evidence on the extent to which mathematics instruction across prekindergarten and kindergarten within schools is aligned in terms of 1) the mathematics content students are exposed to, 2) how mathematics instruction is delivered. Preliminary results suggest that there is substantial overlap in the mathematics content students are exposed to in prekindergarten and kindergarten. Results also indicate that how students are taught that content differs substantially across the two earliest years of formal schooling. Implications for policy and practice are discussed.

Authors

• Amy Claessens, Northwestern University

• Mimi Engel, University of Colorado Boulder

• Anna Hart Erickson, University of Michigan - Ann Arbor

• Robin Tepper Jacob, University of Michigan

• Shira Mattera, Manpower Demonstration Research Corp.

• Danielle Shaw Attaway, American Institutes for Research