Presenter(s)

• Julian McGuinness, Doctoral Student, University of California, Santa Barbara
• Reilly Caldwell, PhD Student, University of California, Santa Barbara
• Emanuel Perez, PhD Student, University of California, Santa Barbara
• Meghna Paul, PhD Student, University of California, Santa Barbara
• Alicia Geng, PhD Student, University of California, Santa Barbara
• Matthew Quirk, Assistant Professor, University of California, Santa Barbara

Abstract

This study investigates how preschool and Transitional Kindergarten (TK), California's new universal public prekindergarten program, prepare diverse students for kindergarten. Multiple linear regression models were used to compare the effects of preschool and TK on the social-emotional and pre-academic readiness of 381 kindergarteners enrolled in a Central California school district, then evaluate whether these effects differed based on students’ primary languages. The results suggested that TK attendance was associated with significantly higher levels of readiness, particularly among Spanish-speaking students. However, Spanish-speaking students did not seem to benefit from preschool as much as their English-speaking peers.