Drawing on his new report, Connecting the Steps: State Strategies to Ease the Transition from Pre-K to Kindergarten, New America’s Aaron Loewenberg writes in Spotlight on Poverty and Opportunity:
“Transition activities such as teacher home visits; parent orientation sessions; and collaborative meetings and trainings between principals, child care center administrators, and pre-K and kindergarten teachers are key strategies for closing the persistent achievement gap between low-income students and their wealthier peers.
In fact, a 2005 study established a link between the number of transition activities schools facilitated prior to and near the beginning of the kindergarten year and gains in academic achievement by the end of the year. These positive gains were greatest for children whose families were low- or middle-income.
A separate study, which focused on pre-K programs, found a positive association between the number of transition activities undertaken by pre-K teachers and kindergarten teachers’ later perceptions of student skills, particularly those of low-income students. Unfortunately, while low-income children stand to benefit the most from a smooth transition to kindergarten, they are also the least likely to attend schools that provide meaningful transition activities.”
In Education Week by Stanford professor Deborah Stipek:
“Is fade-out inevitable? No. Studies have shown definitively that investment in preschool can yield sustained effects and significant social and economic returns. But fade-out is common and remains a persistent reminder that simply providing preschool to low-income children is not sufficient to achieve long-term benefits.
If we want to sustain the effects of preschool, we need to look at what happens after children enter school. Clearly, the quality of schooling they receive in the early elementary grades matters. Poor instruction can undo the effects of high-quality preschool experiences. But instruction has to be more than good to sustain preschool effects; it has to build strategically on the gains made in preschool.”
“The Preschool Fade-Out Effect Is Not Inevitable”
And see these two summaries by the New America Foundation:
The New Bedford Birth–3rd Leadership Alignment Team has chosen to focus its work on three strategies: 1) improving transitions, 2) aligned and collaborative professional development for community-based and district early childhood teachers focused on social-emotional and literacy skills, and 3) effective use of Teaching Strategies Gold data. I’m supporting the New Bedford team along with Titus DosRemedios of Strategies for Children. The Leadership Alignment Team has been investigating the current state of transitions in New Bedford and is developing a survey that will capture additional information on transitions, curriculum, assessment, students served, and related practices.
New Bedford’s Birth–3rd team has also formed a Transitions Working Group that will plan and implement New Bedford’s transitions strategy in consultation with the broader team. As this group begins its work, we have come across a few helpful resources. Karen Surprenant of Pace Head Start shared this slide deck on Effective Transitions to Enhance School Readiness from Head Start’s National Center on Quality Teaching and Learning. In addition to the two sample transition forms shared by Somerville and Pittsfield, we are reviewing the Articulation Checklist and Transition Discussion Template found in the Ounce of Prevention Fund’s very useful Birth-to-College Collaborative Toolbox. Also see this page of transition resources from the MA Department of Elementary and Secondary Education.
Of course these resources only scratch the surface of the many useful guidance documents on transitions, so please share ones you have found helpful by commenting on this post or emailing me at jacobsondl [at] gmail.com.