Transitional kindergarten (TK)--California's universal prekindergarten options that represent the first year of a two-year kindergarten program--began expansion during the 2022-2023 school year and is gradually increasing age eligibility. By the fall of 2025, all four-year-olds across the state will have access to TK in public schools. While the…

With a qualitative approach drawing from four focus groups, this study explored what aspects of preschool are valued most by 30 low-income Latino/a immigrant parents with children enrolled in a state-funded preschool program in Texas. Beyond the push and pull factors of necessity, convenience, and supply, parents reported valuing the…

The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children in Texas and across the United States. The theme of this issue is "Rejecting a Return to Tracking." Articles include: (1) Getting it…

California's Kindergarten Readiness Act of 2010 established transitional kindergarten (TK), the first year of a two-year kindergarten program for students affected by the change in the birthdate cutoff for entry into kindergarten from December 2 to September 1. This brief, the sixth in a series highlighting findings from the "Study of…

California's Kindergarten Readiness Act of 2010 established transitional kindergarten (TK), the first year of a two-year kindergarten program for students affected by the change in the birthdate cutoff for entry into kindergarten from December 2 to September 1. This final report from the program's evaluation focuses on results from a five-year…

California's Kindergarten Readiness Act of 2010 established transitional kindergarten (TK), the first year of a two-year kindergarten program for students affected by the change in the birthdate cutoff for entry into kindergarten from December 2 to September 1. This fifth short report in a series highlighting findings from the Study of…

Examines results of a survey documenting the current state of adolescent programs in the Montessori schools of North America. Includes information on the students, adults, and physical environment of such programs, as well as the programs' enrollment, grouping, activities, and materials. (HTH)

Discusses the impact of school size on interdisciplinary teaming, developmentally appropriate classroom practices, school climate, and student outcomes, based on a study of 140 Michigan middle grade schools. Finds that there is no simple answer to the issue of school size; however teaming seems to make smaller schools better and larger schools…

This report describes the Kentucky Education Reform Act (KERA) Preschool Programs, which envision an early childhood educational delivery system that provides for developmentally appropriate practices in children's programming, integrated services to families, and interagency collaborations among organizations. For the 1990-91 school year,…

The Regents' Center for Early Developmental Education (University of Northern Iowa) focuses efforts on improving early childhood education (birth through 8 years) in Iowa by supporting educational efforts that emphasize children's interests, experimentation, and cooperation. In recent years, educational reform initiatives have targeted programs…

In 1986, Illinois implemented the Children at Risk of Educational Failure preschool program. By the 1991-1992 school year, almost 25,000 children were enrolled in the program. This document reports on accessibility to, and community involvement in, the program, and instructional and evaluation practices used in the program. The section on…

This case study describes an innovative school entry system in which children are registered at school according to their stage of development, not their age. The system was introduced by law in Hungary in 1986. In this study, an introduction is followed by a discussion of problems in curricular articulation. Problems are discussed in terms of the…