The Impact of Transitional Kindergarten on California Students: Final Report from the "Study of California's Transitional Kindergarten Program"

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Autor/inn/en	Manship, Karen; Holod, Aleksandra; Quick, Heather; Ogut, Burhan; de los Reyes, Iliana Brodziak; Anthony, Jennifer; Chernoff, Jodi Jacobson; Hauser, Alison; Martin, Alejandra; Keuter, Shannon; Vontsolos, Emily; Rein, Elena; Anderson, Emily
Institution	American Institutes for Research (AIR)
Titel	The Impact of Transitional Kindergarten on California Students: Final Report from the "Study of California's Transitional Kindergarten Program"
Quelle	(2017), (125 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Kindergarten; School Entrance Age; School Readiness; Transitional Programs; Program Development; Program Implementation; School Districts; Multigraded Classes; Curriculum; Faculty Development; Program Effectiveness; School Schedules; Eligibility; Enrollment; Educational Policy; Teaching Methods; Preschool Teachers; Low Income Students; English Language Learners; Racial Differences; Ethnicity; Classroom Environment; Academic Ability; Executive Function; Social Development; Emotional Development; Attendance; Language Arts; Reading Skills; Mathematics Skills; Migrants; Special Education; Developmentally Appropriate Practices; Spanish Speaking; Hispanic American Students; Asian American Students; Teacher Characteristics; Student Characteristics; Grade 1; Elementary School Teachers; Age Differences; California; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Einschulungsalter; Readiness for school; School ability; Schulreife; Programmplanung; School district; Schulbezirk; Mehrstufenklasse; Curricula; Lehrplan; Rahmenplan; Schulzeiteinteilung; Eignung; Einschulung; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Rassenunterschied; Ethnizität; Klassenklima; Unterrichtsklima; Soziale Entwicklung; Gefühlsbildung; Anwesenheit; Sprachkultur; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Migrantin; Special needs education; Sonderpädagogik; Sonderschulwesen; Entwicklungsbezogene Bildung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Age; Difference; Age difference; Altersunterschied; Kalifornien
Abstract	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 final report from the program's evaluation focuses on results from a five-year study. The study used a rigorous regression discontinuity design to examine whether TK, as a new approach to prekindergarten education for age-eligible students, leads to positive outcomes, for which students, and under what conditions. The findings are based on direct assessments of over 6,000 kindergarteners in California in the fall and spring of the 2014-15 and 2015-16 school years, surveys of their teachers, and statewide data on students' English language proficiency. Key findings include: (1) TK gives students an advantage at kindergarten entry on a range of literacy and mathematics skills; (2) TK is effective for all groups of students who participated; (3) TK has no detectable impact on students' executive function or incidence of problem behaviors at kindergarten entry; (4) Impacts of TK are smaller at the end of kindergarten, though TK students continue to have an advantage over non-TK students on letter and word identification skills; and (5) There was little variation in the impact of TK by classroom or instructional characteristics. [For the research brief, see ED609086.] (ERIC).
Anmerkungen	American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01