Included in this document are two reports of studies using data from the same l5 research sites in Alberta, Canada. The first study, "Critical Variables in ECS-Grade One Articulation," documented factors associated with successful articulation of Early Childhood Services (ECS) and primary school programs. Data were collected through observations in kindergarten and first-grade classrooms and through interviews with principals, teachers, and parents. The 15 research sites were ranked by research team members as to the degree of articulation present. Results indicated that, in schools with a high degree of articulation, teachers and principals emphasized the development of children who were self-reliant and self-motivated to learn. First-grade teachers also used more "ECS-like" methods. In schools with low articulation, the emphasis tended to be on socialization, fitting in with the group, and learning school-appropriate behavior. These same interviews were used to gather data for the second study, "Parental Involvement in Early Childhood Services Programming." Overall, parents reported a high level of involvement and many benefits from involvement, with less involvement in the primary grades than in ECS. The studies concluded with specific recommendations for the Alberta Department of Education for Improving articulation and parental involvement at the early childhood and primary school levels. (Author/CB)