Child Care and Early Education Research Connections

Skip to main content

Transitional kindergarten in California: What do transitional kindergarten classrooms look like in the third year of the program's implementation?

Share
Description:
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. Instead of enrolling in regular kindergarten, students who turn 5 years old between September 2 and December 2 now receive an "age and developmentally appropriate" experience in transitional kindergarten prior to entering kindergarten the following year (California Department of Education, 2016). The Kindergarten Readiness Act also changed the date by which children must turn 5 years old to enter kindergarten from December 2 to September 1, phasing in the new age requirement by moving the cutoff date back one month per year for three years, beginning in fall 2012 and offering TK to students in the affected data range each year. Now that this three-year rollout of TK is complete, and students from the full birthdate range of September 2 to December 2 are receiving TK, practitioners and policymakers are interested in learning more about the TK experience. How is the TK program structured? Who are the teachers teaching TK? How do teachers approach the instruction of these younger students? This fifth short report in a series highlighting findings from the Study of California's Transitional Kindergarten Program focuses on what we have learned about the structure, teachers, and instruction in TK classrooms in the 2014-15 school year. The findings are based on a survey of 200 TK teachers and 184 classroom observations in 20 school districts conducted in spring 2015. (author abstract)
Resource Type:
Reports & Papers
Country:
United States
State(s):
California

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.

The voices of early care and education: A qualitative perspective on providing and accessing high-quality early care and education

Reports & Papersview

The quest for equity and quality: Examining provider experiences and participation in Texas Rising Star

Reports & Papersview

Early educators’ perspectives on quality improvement: Findings from the District of Columbia Child Care Policy Research Partnership

Reports & Papersview
Release: 'v1.9.0' | Built: 2022-06-13 15:23:18 EDT