Expand transitional kindergarten and preschool by braiding UPK funds with hiring, culturally responsive curriculum, and community college partnerships¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Universal Prekindergarten Planning and Implementation funds address implementing transitional kindergarten (TK) and preschool. The core strategy is to 'establish an early learning initiative to expand access to classroom-based TK and the California State Preschool Program in LEAs.' Diversity strategies: prioritize hiring and supporting diverse teachers and teacher candidates for the TK program, co-create 'a culturally responsive curriculum with a diverse group of teachers,' and partner with local community colleges to identify potential TK teachers. Five other funding sources can be braided to fund professional learning, coaching, mentoring, and inclusion and belonging practices supporting UPK implementation.

Design Implications¶

Context¶

Requirements¶

• Expansion requires an organized early learning initiative within the LEA
• Diverse teacher hiring and culturally responsive curriculum co-creation are prioritized supports

Constraints¶

• Scoped to California's UPK Planning and Implementation Grant Program and its TK/preschool expansion goals

Target Learners¶

• Young learners in transitional kindergarten and preschool programs, and the educators who teach them

Target Learning Goals¶

• Successful implementation of universal prekindergarten, including transitional kindergarten and the California State Preschool Program

Claims¶

• A majority of LEAs planned to offer TK at all kindergarten sites and full-day TK [+W]

Related Strategies¶

• Implement ethnic studies curricula with locally grounded development, compensated education partners, and sustained professional learning
• Braid state, federal, and grant funds through a needs-based planning approach to address multiple educator workforce priority areas
• Recruit classified school employees into teacher credentialing with braided funds plus individualized financial and non-financial supports
• Use Teacher Residency Grant Program funds, braided with other sources, to recruit and retain a diverse teaching workforce
• State supports for UPK expansion: fund facilities and ratio implementation, update reimbursement rates, offer curriculum and assessment technical assistance, and expand professional development and inclusive-classroom supports
• Use local resources to serve children birth through age 3 to stabilize community providers as 4-year-olds move into TK

Examples¶

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Key Sources¶

• Region 15 Comprehensive Center at WestEd. (2022). Braiding Funds to Support an Effective and Diverse Educator Workforce. https://eric.ed.gov/?id=ED633297