A Spatial Examination of the Pre-K-to-Kindergarten Transition

• In Event: Assessment in K–12 Schools

Abstract

The spatial element of students’ movement from pre-k to kindergarten is an important aspect of this transition that is often overlooked. This paper examines the transition from pre-k to kindergarten for students who attended kindergarten in a Southeast metro school district as a part of the Atlanta 323 project. Students’ kindergarten test scores were compared for students who transitioned from pre-k sites within the partner district and students who transitioned from one of three major private pre-k provider partners. Also considered is the physical distance between students’ pre-k and kindergarten sites. This work deepens the understanding of the first transition between schools many students make.

Authors

• Katelyn Caton, Georgia State University

• Anita Faust-Berryman, Georgia State University

• Nicole Patton-Terry, Florida State University

• Kevin Fortner, Georgia State University

• Gary E. Bingham, Georgia State University