Impacts of Michigan Transitional Kindergarten through Third Grade. EdWorkingPaper No. 25-1218

Autor/inn/en	Jordan S. Berne; Brian A. Jacob; Tareena Musaddiq; Anna Shapiro; Christina Weiland
Institution	Annenberg Institute for School Reform at Brown University
Titel	Impacts of Michigan Transitional Kindergarten through Third Grade. EdWorkingPaper No. 25-1218
Quelle	(2025) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen (1) Weitere Informationen (2)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monografie
Schlagwörter	Forschungsbericht; Quantitative Daten; Transitional Programs; Early Childhood Education; Kindergarten; Program Content; Curriculum; Program Effectiveness; School Readiness; Mathematics Achievement; Grade 3; Student Characteristics; Special Education; Standardized Tests; Scores; Language Arts; Academic Achievement; Michigan + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Programmgestaltung; Curricula; Lehrplan; Rahmenplan; Readiness for school; School ability; Schulreife; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 03; 3. Schuljahr; Schuljahr 03; Special needs education; Sonderpädagogik; Sonderschulwesen; Standadised tests; Standardisierter Test; Sprachkultur; Schulleistung
Abstract	Transitional Kindergarten (TK) is a relatively new model of early childhood education, with little evidence on whether and how it affects children's development. This study provides new evidence using data from Michigan, which has the nation's second-largest TK program. Using survey data (N=171) from administrators in 2021-2022, the paper documents several program features that distinguish TK from typical public Pre-K programs (including Michigan's), such as greater use of domain-specific curriculum. Focusing on students who enrolled at four years old (50% female, 78% White), a regression discontinuity analysis shows that Michigan TK improved children's readiness for kindergarten (0.91 SD, N=1,943), improved third-grade math scores (0.2-0.3 SD, N=15,680), and may have caused earlier entry into special education followed by earlier exit (N=15,704). (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Begutachtung
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/3/08