The Impact of Transitional Kindergarten on California's Students: Summary of Findings from 'The Study of California's Transitional Kindergarten Program.' Research Brief

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8

Heising-Simons Foundation
David and Lucile Packard Foundation
First 5 California

Kindergarten; School Entrance Age; School Readiness; Transitional Programs; Program Development; Program Implementation; School Districts; Barriers; Curriculum; Program Effectiveness; School Schedules; Eligibility; Enrollment; Educational Policy; Teaching Methods; Low Income Students; English Language Learners; Teacher Student Relationship; Classroom Environment; Intellectual Disciplines; Social Development; Emotional Development; Reading Skills; Mathematics Skills; Developmentally Appropriate Practices; Hispanic American Students; Language Arts; Poverty

California's Kindergarten Readiness Act of 2010 established transitional kindergarten (TK), the first year of a two-year kindergarten program for students affected by the change in the birthdate cutoff for entry into kindergarten from December 2 to September 1. This brief, the sixth in a series highlighting findings from the "Study of California's Transitional Kindergarten Program," summarizes what researchers have learned across the study about the impact of TK on students' school readiness skills, whether impacts vary for different student groups, whether those impacts are sustained, and which TK classroom characteristics are most supportive of positive outcomes. [For the full report, see ED609085.]

ERIC

2020

ED609086