In this chapter, we describe some of the strategies that states and districts have employed to improve alignment between preschool and the early elementary grades, what is known about the effectiveness of these strategies, and the effects of state policies on these district efforts. Although preK-3 alignment has become something of a slogan, very little systematic research has examined the effects of state and district strategies. The material we have assembled in the chapter, therefore, comes from many disparate sources. (author abstract)