Amy B. Schulting|Patrick S. Malone|Kenneth A. Dodge
The Effect of School-Based Kindergarten Transition Policies and Practices on Child Academic Outcomes.
Center for Child and Family Health|Duke University
study examined effect schoolbased kindergarten transition policies practices child outcomes authors followed 17212 children 992 schools early childhood longitudinal studykindergarten sample eclsk across kindergarten school year hierarchical linear modeling revealed number schoolbased transition practices fall kindergarten associated positive academic achievement scores end kindergarten even controlling family socioeconomic status ses demographic factors effect stronger low middleses children highses children lowses children 7 transition practices associated 21 standard deviation increase predicted achievement scores beyond 0 practices effect transition practices partially mediated intervening effect parentinitiated involvement school kindergarten year findings support education policies target kindergarten transition efforts increase parent involvement lowses families