Current federal, state, and local policy and levels of investment in young children are not keeping pace with available information about brain development and what children need to become healthy, productive adults. The funding structures for early childhood are insufficient, and the reporting requirements are outdated. One of the most significant ways to address this problem is to encourage stronger alignment and coordination across the early childhood and K-12 systems. State boards have a critical role to play in supporting, aligning, and overseeing early learning programs. They should review statutes that regulate public pre-K funding and make sure they are structured in a way that will facilitate successful community collaboration and encourage districts to provide early childhood services. The way the state chooses to implement the Child Care and Development Fund (the child care subsidy program) most strongly influences the capacity for braiding and blending funds. Districts can make a significant contribution to strengthening the local early childhood system by coordinating professional development opportunities and including community providers in these efforts. All quality early learning programs have focused, well-implemented plans for children transitioning into and out of each program and system. School districts can be intentional about making these transitions as uncomplicated and supportive of children's development and academic growth as possible.