Commentary authors
Anna J. Markowitz
Jade V. Marcus Jenkins
Summary

California’s plan to expand Transitional Kindergarten (TK) into a universal pre-K program for all four-year-olds is a significant investment in children and families. To ensure its success, the state should learn from research on other state pre-K programs and invest in a research infrastructure for formative evaluation. Evidence from various states, including California's TK program, highlights the benefits of quality pre-K, but challenges in implementation exist. A crucial study on Tennessee’s Statewide Voluntary Pre-K (TN-VPK) showed mixed outcomes, revealing the complexities of scaling such programs. The TN-VPK study faced limitations in data collection, making it challenging to link classroom features to children’s outcomes. California must fund a research system for ongoing data collection at the child, classroom, and school level to evaluate the implementation of its universal pre-K program. This infrastructure should focus on structural classroom features, classroom interactions, children’s experiences, and details about where children spend their non-school hours. Such an approach allows for continuous improvement and learning from both successes and challenges encountered during implementation. This investment will be crucial for California's universal pre-K program to create a high-quality educational system for its children.

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