Ensuring alignment and coherence across providers and between the new TK grade level and the existing K–12 continuum is critical. Coherent systems enable districts to give students a consistent, high-quality PK–12 experience that maximizes the additional years of PK and TK, building on what students have learned. The alternative is an unaligned system that repeats instruction, thereby failing to sustain the learning acceleration generated in PK and TK (Burchinal et al., 2022; Cohen-Vogel et al., 2021; Engel et al., 2013; Justice et al., 2021; Regenstein, 2021; Stipek, 2022). In this report, PACE presents four promising practices across five districts from the 2022–23 school year that support access and coherence in early childhood education:

• coordinate across providers within the mixed-delivery model to provide universal access and vertically align PK and TK offerings;

• establish clear and aligned expectations for PK–3 standards and instruction across providers and school sites;

• monitor PK–3 student learning and progress to guide decision-making; and

• develop a coherent professional learning system that builds capacity for high-quality teaching and learning in the early grades (author abstract)