Transitional Kindergarten

The New Kid on the Early Learning Block

Datos Bibliográficos

ID9730616
AutoresJordan Berne (0000-0002-9965-9360, University of Michigan, Ann Arbor, MI, autor de correspondencia), Katia Córdoba García (University of Michigan, Ann Arbor, MI), Karen García (0009-0003-4757-6138, University of Michigan), Brian Jacob (0009-0003-3794-9850, University of Michigan, Ann Arbor, MI), Tareena Musaddiq (0000-0002-7004-8961, Mathematica Policy Research, Princeton, NJ), Samuel Owusu (0000-0001-7866-7882, University of Michigan, Ann Arbor, MI), Anna Shapiro (0000-0001-9312-1300, RAND Corporation, Santa Monica, CA), Christina Weiland (0000-0001-7181-8799, University of Michigan, Ann Arbor, MI)
Año2025
Volumen54
Número4
Páginas177-187
Fecha de publicación2025-05-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x251318334
OpenAlexW4407778600
IdiomaEN
Referencias citadas22

In recent years, several states have expanded a new publicly funded learning option: Transitional Kindergarten (TK). TK bridges prekindergarten and kindergarten in its eligibility, requirements, and design. Using Michigan as a case study, we examine TK’s fit in the early learning landscape. Broadly, we find TK in Michigan reduces some socioeconomic gaps in early program enrollment while exacerbating others. Specifically, districts with more White and fewer economically disadvantaged students are more likely to offer TK. Among preschool-age children, noneconomically disadvantaged children are more likely to enroll in TK; among kindergarten-age children, take-up is similar by family income. Finally, some children enroll in TK instead of other public options, but there is no evidence that public slots decline overall

Block (permutation group theory · Block scheduling · Developmental psychology · Mathematics education · Pedagogy · Early Childhood Education and Development · Education Systems and Policy · Parental Involvement in Education · Psychology