Summary

California is making a significant investment (estimated at $3 billion per year) in early childhood education by requiring school districts to offer transitional kindergarten (TK) to all 4-year-olds by the 2025–26 school year. This investment is crucial—research has shown that there can be many wide-ranging and long-term positive impacts of high-quality early education on student outcomes. Such outcomes, however, depend a great deal on program design. It is thus critical for us to have good data so that we can understand the effects and effectiveness of TK at both the state and district level. Specifically, we need good data on program characteristics and participation as well as on the trajectory of student outcomes post-TK in order to understand how TK programs can have the greatest impact on participating students and fulfill the promise of the state's investment.

August 14, 2023 | KCRW

As nearly half a million Los Angeles Unified School District students head back to school today, they’re joined by a younger cohort than in the past: 4-year-olds. The district is offering universal transitional kindergarten at every public elementary school this...

Summary

California is moving forward in the expansion of Universal Transitional Kindergarten (UTK) with schools and districts focusing on the development of facilities and appropriate staffing. But the state needs to boost its focus on high-quality teaching and learning if it is to help all students meet learning goals and ensure an effective return on the state’s investment, according to a new research analysis released today by Policy Analysis for California Education (PACE).

June 21, 2022 | Early Learning Nation

Throughout the COVID-19 epidemic, children throughout the world have had limited (or no) access to consistent, structured teaching. From early in the pandemic, researchers and early learning specialists sounded the alarm over the probability of significant losses in reading and...

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.

November 23, 2021 | EdSource

While literacy is often seen as a cornerstone to scholastic achievement, and many parents devote a lot of time and energy into nurturing their small child’s love of reading, studies show that mathematical reasoning ability may be even more crucial...