Rural California schools and transitional kindergarten

Steve Kellner attends briefly to rural difference in his essay for Cal Matters, "Universal Transitional Kindergarten Will Be a Game Changer."  

On a Tuesday evening in May, third-grade teacher Clara Yanez and second-grade teacher Jackie Gonzalez stood in front of their board of education and asked them to count little plastic farm animals.

While not a typical agenda item at Buttonwillow Union Elementary School, this exercise in “counting collections” was a way for these teachers to show board members the building blocks of coherence from preschool to third grade. Counting is essential to all years of early math, and this lesson design helps breakdown barriers that separate the grade levels.

Common classroom practices are an important first step in creating a collaborative environment where teachers and students benefit from a consistency between grade levels.

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Creating a 14th grade in our public schools is a game changer, especially for students who come from socioeconomically disadvantaged homes and students who are English Learners. But the promise of transitional kindergarten will fall short if it is created as a stand-alone program across California’s 1,000 school districts.

Although high-quality education for 4-year-olds is difficult to access even in the state’s largest districts located in densely populated urban centers, most of California’s districts are small, less than 2,500 students, and located in rural areas, further compounding the challenge of early education options. Since many of these districts are often the community’s largest employer, the opportunity to provide transitional kindergarten to all 4-year-olds will fill a critical equity gap toward accessing early education across California.

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Back in Buttonwillow, board members successfully grouped their plastic farm animals into groups of threes and fours to complete the lesson. Although this activity alone won’t create coherence, Yanez and Gonzalez both expressed that they were glad the board members had a tangible example of how teachers work together across grade levels.

“Even in our small district it is important to give our board members a connection to the student experience,” they remarked. Stuart Packard, superintendent at Buttonwillow noted that the board presentation was “an opportunity for our teacher-leaders to showcase their quality teamwork over the past year. Their perseverance to continue the focus on coherence even during distance learning was commendable.”