This report includes an executive summary and describes results of a 1988 study of transition activities provided by public schools to enhance the continuity experienced by children as they move from preschool, day care, home, or other previous experience into kindergarten. Chapter 1 offers background information, including definitions of terms, the purpose of the study, and an overview of the methodology used. Demographics of the districts and schools surveyed are summarized. Chapter 2 presents survey findings on preschool and kindergarten programs in public schools. A profile of kindergarten programs based on a representative national sample of public schools is provided. Illustrations from site visits are included. Chapter 3 describes the nature and frequency of schools' transition activities and provides illustrations from site visits. Transition activities fall into two categories: (1) those that involve coordination or communication between school and preschool levels; and (2) those that involve parents. Chapter 4 assesses factors associated with the extent or prevalence of transition activities and discusses ways in which these activities can enhance the degree of continuity experienced by children. Chapter 5 presents conclusions, suggests implications for early childhood policy and practice, and offers recommendations for further research. Appended are 30 references and related materials. (GLR)