California's Major Investment in Universal Transitional Kindergarten: What Districts Need to Fulfill Its Promise

Autor/in	Gallagher, H. Alix
Institution	Stanford University, Policy Analysis for California Education (PACE)
Titel	California's Major Investment in Universal Transitional Kindergarten: What Districts Need to Fulfill Its Promise
Quelle	(2023), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Kindergarten; Transitional Programs; Play; Teaching Methods; Educational Quality; School Districts; State Policy; Teacher Selection; Educational Facilities; Incentives; Enrollment; Educational Objectives; Outcomes of Education; Preschool Education; Primary Education; Educational Resources; Program Implementation; Access to Education; Equal Education; Funding Formulas; California + Suchen Sie Ihr Suchwort? Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; School district; Schulbezirk; Bildungsstätte; Anreiz; Einschulung; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Pre-school education; Vorschulerziehung; Primarbereich; Bildungsmittel; Education; Access; Bildung; Zugang; Bildungszugang; Funding; Finanzierung; Kalifornien
Abstract	High-quality early learning experiences (i.e., developmentally appropriate, play-based instruction with clear learning goals) have positive long-term effects on student outcomes. As California rolls out Universal Transitional Kindergarten (UTK), district leaders focused on meeting state requirements for hiring qualified staff and finding appropriate facilities, and thus have been unable to focus on quality. The state can take the following actions to incentivize and support districts to broaden their focus for UTK: set a vision, establish goals, and measure progress in terms of enrollment, key implementation features, and student outcomes for preschool through third grade; align resources and support to advance high-quality implementation of UTK at scale; and publicly communicate key aspects of implementation and outcomes, enabling communities to monitor whether their districts are serving them well. (As Provided).
Anmerkungen	Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01