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Results suggest kindergarten may be poorly aligned with both preschool and early elementary grades.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-alignment-of-p3-math-instruction/590285/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-alignment-of-p3-math-instruction/590285.png","ImageObject",300,407,{"name":42,"@type":43},"Pentious","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What does the study examine about P–3 mathematics instruction?","Question",{"text":62,"@type":63},"It explores P–3 instructional alignment as students experience it sequentially over time and across grades, including continuity of instructional environments, pedagogical practices, and progress of math content coverage.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What data and setting does the article use?",{"text":67,"@type":63},"It uses data from 265 observations of math instruction in preschool, kindergarten, first-, and third-grade classrooms in New York City public schools.",{"name":69,"@type":60,"acceptedAnswer":70},"What key findings are reported about continuity across grades?",{"text":71,"@type":63},"The study finds notable discontinuities in instructional environments and some pedagogical practices, particularly across preschool and kindergarten, while also observing both progression and repetition in math content coverage.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},590285,1792165350,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJanuary-December 2024, Vol. 10, No. 1, pp. 1–18 DOI: 10. 1177/23328584241281483  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nThe Alignment of P–3 Math Instruction  \nMimi Engel  \nUniversity of Colorado  \nRobin Jacob  \nAnna Hart Erickson  \nUniversity of Michigan  \nShira Mattera  \nMDRC  \nDanielle Shaw Attaway  \nAmerican Institutes for Research  \nAmy Claessens  \nUniversity of Wisconsin  \nPreschool through third grade (P–3) alignment is regularly named as a key aspect of early childhood education and the transition to formal schooling. However, little is known about P–3 alignment in practice. Using data from 265 observations of math instruction in preschool, kindergarten, first-, and third-grade classrooms in New York City public schools, we explore P–3 instructional alignment as it would be experienced sequentially, over time and across grades, by students. We examine the continuity of developmentally appropriate instructional environments and high-quality pedagogical practices, as well asthe progression of P–3 mathematics content coverage. We find notable discontinuities in instructional environments and some pedagogical practices, particularly across preschool and kindergarten. We also find both progression and repetition in math content coverage. Results suggest that, on some dimensions, kindergarten may be poorly aligned with both preschool and the early elementary grades.  \nKeywords: P–3 alignment, mathematics instruction, classroom observations, early childhood education, elementary school  \nThe need for preschool through third grade (P–3) alignment has been highlighted for at least two decades (Bogard & Takanishi, 2005; Kauerz, 2006; McCormick et al., 2019; Phillips et al., 2017) .1 Despite consensus among early childhood education (ECE) experts regarding its importance (Phillips et al., 2017), we know surprisingly little about P–3 alignment in practice (Coburn et al., 2018; Phillips et al., 2017) . Further, articulations of what P–3 alignment means vary widely, with some focusing on systems and policies (e.g., Coburn et al., 2018; Kauerz, 2018) and others focused on classrooms and instruction (e.g., Stipek et al., 2017) . P–3 alignment is thought to be among the most promising means for sustaining learning gains from participation in high quality preschool and K–3 alignment is considered essential for  \nsupporting students as they progress through school (Burchinal et al., 2022; Kauerz, 2018; McCormick et al., 2019; Phillips et al., 2017) .  \nEducational practice has seen marked improvement on some metrics ofP–3 alignment that were called for by scholars who were among the first to write about the topic. Bogardand Takanishi (2005) argue that P–3 alignment should include increased access to universal preschool and mandatory full-day kindergarten, both of which have expanded substantially in recent years. For example, between the 1998–1999 and 2010–2011 school years, participation in full-day kindergarten in the United States rose by 26 percentage points, from 61% to 87%(Engel et al., 2016) . Further, enrollment of 4-year-olds in state-funded preschool more  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use,  \nreproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nEngel et al.  \nthan doubled across the last two decades, rising from 14% to 32% between 2001–2002 and 2021–2022 (Friedman","cbCaijfOYewNRyDO","https://ap.wps.com/l/cbCaijfOYewNRyDO","pdf",839534,18,"English","# The Alignment of P–3 Math Instruction\n## Purpose and research focus\n## Prior emphasis and existing knowledge gaps\n## Policy context and educational practice changes\n## Challenges in studying alignment\n## Barriers between preschool and kindergarten","[{\"question\":\"What does the study examine about P–3 mathematics instruction?\",\"answer\":\"It explores P–3 instructional alignment as students experience it sequentially over time and across grades, including continuity of instructional environments, pedagogical practices, and progress of math content coverage.\"},{\"question\":\"What data and setting does the article use?\",\"answer\":\"It uses data from 265 observations of math instruction in preschool, kindergarten, first-, and third-grade classrooms in New York City public schools.\"},{\"question\":\"What key findings are reported about continuity across grades?\",\"answer\":\"The study finds notable discontinuities in instructional environments and some pedagogical practices, particularly across preschool and kindergarten, while also observing both progression and repetition in math content coverage.\"}]","The Alignment of P–3 Math Instruction | PDF",1792069246,45]