Promising Practices for Preschool and Transitional Kindergarten: How California Districts Create Access and Coherent Systems

Abstract

California's investment in Universal Transitional Kindergarten (UTK) reflects a commitment to providing access to UTK for all 4-year-olds in public schools by the 2025-2026 academic year. However, the implementation of transitional kindergarten (TK) presents challenges for districts in aligning this new grade coherently with existing grade levels and prekindergarten (PK) options within the context of the mixed-delivery model. This model adds complexity to achieving coherence as students transition from PK or TK to the existing district system. This report from PACE identifies four promising practices observed during the 2022-2023 school year to support access and coherence in early childhood education: (1) Coordinate across providers within the mixed-delivery model, aiming to ensure universal access and vertical alignment of PK and TK offerings; (2) Establish clear and aligned expectations for PK-3 standards and instruction across providers and school sites; (3) Monitor PK-3 student learning and progress to guide decision-making; and (4) Develop coherent professional learning that builds capacity for high-quality teaching and learning in the early grades.