In a similar vein, we believe there may be no more challenging issue than that of effectively scaling up such an educational intervention with the diverse population who teaches Pre-K and the diversity of program structures in the early childhood system in the U.S.We need to investigate whether we can effectively scale up the implementation of early childhood mathematics curricula to a far larger number of teachers, schools, and school systems. Again with our colleagues, We are conducting such a research project funded by the Interagency Educational Research Initiative (NSF, DOE, and NICHHD).