Impacts of Michigan Transitional Kindergarten through Third Grade. EdWorkingPaper No. 25-1218
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| Title: | Impacts of Michigan Transitional Kindergarten through Third Grade. EdWorkingPaper No. 25-1218 |
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| Language: | English |
| Authors: | Jordan S. Berne, Brian A. Jacob, Tareena Musaddiq, Anna Shapiro, Christina Weiland, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | 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/ |
| Peer Reviewed: | N |
| Page Count: | 103 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Smith Richardson Foundation Institute of Education Sciences (ED) |
| Contract Number: | R305B200011 R305B170015 |
| Document Type: | Reports - Research Numerical/Quantitative Data |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Grade 3 |
| Descriptors: | 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 |
| Geographic Terms: | Michigan |
| 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). |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | ED674130 |
| Database: | ERIC |
| 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). |
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