Recent research indicates that much of the educational advantaged gained by children in intervention programs is lost once the programs end. Researchers have speculated that the cause of this phenomena may be a lack of continuity between the child's early education experiences and his subsequent experiences in school. Based on a review of recent research, this paper explores home/school continuity (the degree of similarity between the child's experiences at home and at school) and preschool/school continuity (the degree to which the transition periods of different expectations is made smooth). The different approaches to parent involvement in the home/school transition examined include home intervention (home visits, parent meetings, etc.), the use of parents as paraprofessionals, and bicultural/bilingual education programs as an example of making school more like home. The preschool/school transition is discussed in terms of the different expectations to which a child must respond, including the child's adjustment to new rules of behavior, new peers, new teachers, and the demands of different instructional approaches. Questions raised in this paper suggest that continuity may be important, but that further and more rigorous research is necessary to determine the best methods of promoting continuity. (Authors/ED)