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

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Detalles Bibliográficos
Publicado en:	Annenberg Institute for School Reform at Brown University (2025)
Autor principal:	Berne, Jordan S
Otros Autores:	Jacob, Brian A, Musaddiq, Tareena, Shapiro, Anna, Weiland, Christina
Publicado:	Annenberg Institute for School Reform at Brown University
Materias:	Michigan United States > US 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
Acceso en línea:	Citation/Abstract Full text outside of ProQuest
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Descripción
Resumen:	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).
Fuente:	ERIC