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Impacts of Michigan Transitional Kindergarten through third grade.

Jordan S Berne1, Brian A Jacob2,3, Tareena Musaddiq4

  • 1RAND Corporation, Santa Monica, CA, United States.

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Summary

Transitional Kindergarten (TK) boosts kindergarten readiness and third-grade math skills. While not affecting overall special education placement, TK did lead to earlier identification for special education services in kindergarten.

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Transitional Kindergartenearly childhood educationregression discontinuity

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Area of Science:

  • Early Childhood Education
  • Educational Psychology
  • Developmental Science

Background:

  • Transitional Kindergarten (TK) is an emerging educational model with limited research.
  • Understanding TK's impact is crucial for early childhood education policy.
  • This study addresses the need for empirical evidence on TK effectiveness.

Purpose of the Study:

  • To evaluate the impact of Transitional Kindergarten (TK) on children's academic and special education outcomes.
  • To provide empirical evidence on the effects of TK in Michigan.
  • To contribute to the broader research on early education programs.

Main Methods:

  • Utilized a regression discontinuity design with data from Michigan's Transitional Kindergarten program.
  • Analyzed enrollment data for children aged 4 in 2014-2015 and 2018-2019.
  • Compared outcomes for children based on their eligibility for TK.

Main Results:

  • Michigan TK significantly improved kindergarten readiness (0.9 SD) and third-grade math scores (0.2-0.3 SD).
  • No significant impact was found on the likelihood of ever being placed in special education (K-2).
  • TK enrollment was associated with earlier entry into special education during kindergarten.

Conclusions:

  • Transitional Kindergarten demonstrates positive effects on key early academic indicators.
  • The findings suggest TK may influence the timing of special education identification.
  • This research adds substantial evidence to the understanding of TK's role in early education.