Setting the Stage for Universal Preschool: Is Transitional Kindergarten Serving Students Equitably?

Autor/inn/en	Hill, Laura; Prunty, Emmanuel
Institution	Public Policy Institute of California (PPIC)
Titel	Setting the Stage for Universal Preschool: Is Transitional Kindergarten Serving Students Equitably?
Quelle	(2022), (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Implementation; State Programs; Equal Education; Access to Education; Kindergarten; Transitional Programs; Educational Opportunities; Student Characteristics; School Districts; Enrollment; Bilingualism; English (Second Language); Second Language Learning; Eligibility; Lunch Programs; Low Income Students; Minority Group Students; Statewide Planning; School Readiness; Achievement Gap; Preschool Education; California + Suchen Sie Ihr Suchwort? Regierungsprogramm; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; School district; Schulbezirk; Einschulung; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Eignung; Mittagessen; Planwirtschaft; Readiness for school; School ability; Schulreife; Pre-school education; Vorschulerziehung; Kalifornien
Abstract	California is on the cusp of implementing universal preschool--a step that could help level the playing eld for young children. Over the next few years, all four-year-olds will become eligible for Transitional Kindergarten (TK), which has been part of the state's early learning programs since 2012. In this report, the authors examine the demographic characteristics of current students and the characteristics of the districts and schools offering TK in order to understand whether TK is currently being provided in an equitable manner. Specifically, the authors ask if dual language learners, students from families eligible for free and reduced-price meals (FRPM eligible, a proxy for low income), and students of color participate in TK in the numbers we expect given their age eligibility. The authors then provide recommendations for the state as it moves forward with expanding TK to help the program achieve true universal access and meet the goal of narrowing gaps in school readiness. [For the technical appendices, see ED623792. For the policy brief, see ED623793.] (ERIC).
Anmerkungen	Public Policy Institute of California. 500 Washington Street Suite 800, San Francisco, CA 94111. Tel: 415-291-4400; Fax: 415-291-4401; Web site: http://www.ppic.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01