This guidance material is designed to address several kindergarten issues: e.g., enrollment age, continuance, and extended-day kindergarten. This guidance material is designed to address many of these issues. Since many private schools also adhere to the state Education Code, this guidance may be of assistance to them. This information may also be helpful to parents and guardians, as well as teachers of preschool, kindergarten, and first grade.
Kindergarten Enrollment
Parents and guardians are currently not required to enroll children
in kindergarten (Education Code [EC]
Section
48200).
If parents/guardians choose to enroll their children, schools
must admit children who are of legal age (EC Section
48000[a]). Admission of age-eligible children must occur at the
beginning of the school year or whenever the students move into
the school district. (See Barajas, et al. v. Board of Trustees,
et al, Sup. Crt. Sonoma County, 1990, No. 80963.)
While local education officials may need a day or two to identify
the particular assigned kindergarten classroom, no age-eligible
child may be denied access to school by being placed on a waiting
list. Although demographics and class size reduction restrictions
may prevent parents/guardians from enrolling their children in
the neighborhood school, the district must provide the name(s)
of available schools. Parents/guardians may discuss school choice
options with district officials. To help make placement decisions,
parents/guardians may compare schools online at either Ed-Data
or Data and Statistics.
Both sites offer information on schools' demographics and characteristics.
- Age-Eligible Children:
Districts must admit children at the beginning of the school
year (or whenever they move into a district) if they will be
five years of age on or before
November 1 for the 2012–13 school year, October 1 for the 2013–14 school year, and September 1 for the 2014–15 school year and each school year thereafter.
(EC Section 48000[a]). Children who are age-eligible
for kindergarten may attend any prekindergarten summer program
maintained by the school district. Information about items constituting
proof of age supplied by parent or guardian is found in EC
Section 48002. Immunization requirements are found in Health
and Safety Code Section 120325 and Section 120335 and on CDE's Factbook Web page.
- Under-Age Children: Districts
and CDE staff are frequently requested by parents/guardians
to enroll children who are not age-eligible in kindergarten
and first grade. CDE has no authority to require districts to
admit or accelerate under-age children. The information below
is regarding enrollment of under-age children in either kindergarten
or first grade.
- Early Admission to Kindergarten. In
addition to the laws mentioned above (in A.
Age-Eligible Children), there is an additional—but
rarely used—option for admitting children to kindergarten
once they turn five years old. These
children may not begin school at the beginning of the school
year, but they must wait until their fifth birth date occurs
(EC Section 48000[b]). While EC Section 48000(b) allows a child to be
admitted early on a case-by-case basis, districts offering
this option to families would be wise to have local governing
board-adopted criteria by which students are accepted. Districts
that base early admissions on test results, maturity of
the child, or preschool records may risk being challenged
by parents/guardians whose children are denied admission.
If these children continue in kindergarten past the anniversary
dates of their admission, the school must have signed Parental Agreement Forms on file to continue the children in kindergarten to the end of the school year.
- First Grade Enrollment.
California law requires a child to be six years old on or
before
November 1 for the 2012–13 school year, October 1 for the 2013-14 school year, and September 1 for the 2014–15 school year and each school year thereafter to be legally eligible for first grade (EC Section 48010). A child who was legally enrolled
in an out-of-state kindergarten (using that state's requirements),
but who does not meet California age eligibility for first
grade, may be enrolled by the district in first grade (EC
Section 48011). A child who was not age-eligible for kindergarten
(that is, the child turned five after December 2 in the
school year) and who attended a California private school
kindergarten for a year is viewed by the CDE as not legally
enrolled in kindergarten, pursuant to EC Section
48000 requirements. Therefore, this child, upon enrollment
in public school, is enrolled in kindergarten, assessed,
and may (but is not required to) be immediately promoted
to first grade if the child meets the following State Board
of Education criteria, pursuant to Title 5, Section 200:
- The child is at least five years of age.
- The child has attended a public school kindergarten for a long enough time to enable school personnel to evaluate the child's ability.
- The child is in the upper 5 percent of the child's age group in terms of general mental ability.
- The physical development and social maturity of the child are consistent with the child's advanced mental ability.
- The parent or guardian has filed a written statement
with the district that approves placement in first grade.
A statement, signed by the district and parent/guardian, is placed in the official school records for these five-year-olds who have been advanced to first grade (EC Section 48011). This action prevents a subsequent audit exception for first grade placement of an age-ineligible student.
- Considerations. Young children who are placed in kindergarten or first grade may feel stress as they try to achieve academic expectations and relate to older children. Parents/guardians and early childhood educators are the best judges about what may be gained by acceleration and whether it is worth the price. CDE recommends that educators and district employees explain to parents/guardians of under-age children the following:
- The academic, social, physical, and emotional readiness required for kindergarten or first grade
- The rigorous nature of the academic standards
- The potential for harm to a child's disposition to learn by inappropriate acceleration, and,
- The important concepts, skills, and knowledge imparted at each stage of a child's education, including preschool.
- The CDE documents, Continuity for Young Children: Positive Transitions to Elementary School; and/or Prekindergarten Learning and Development Guidelines
- The CDE documents, Continuity for Young Children: Positive Transitions to Elementary School; and/or Prekindergarten Learning and Development Guidelines
- The National Research Council document, Eager to Learn: Educating Our Preschoolers
- "School Readiness: Helping Communities Get Children Ready for School and Schools Ready for Children" by Child Trends
- Getting Ready for Kindergarten: A Guide for Parents by the San Mateo County Office of Education, and
- Helping Your Child Get Ready for School by the U. S. Department of Education.
- Early Admission to Kindergarten. In
addition to the laws mentioned above (in A.
Age-Eligible Children), there is an additional—but
rarely used—option for admitting children to kindergarten
once they turn five years old. These
children may not begin school at the beginning of the school
year, but they must wait until their fifth birth date occurs
(EC Section 48000[b]). While EC Section 48000(b) allows a child to be
admitted early on a case-by-case basis, districts offering
this option to families would be wise to have local governing
board-adopted criteria by which students are accepted. Districts
that base early admissions on test results, maturity of
the child, or preschool records may risk being challenged
by parents/guardians whose children are denied admission.
If these children continue in kindergarten past the anniversary
dates of their admission, the school must have signed Parental Agreement Forms on file to continue the children in kindergarten to the end of the school year.
- Private School Considerations: Private schools are not required to operate under the same protocols as public schools. However, the California Association of Private Schools Organizations (CAPSO) indicates many private schools do follow Education Code sections referred in this document. If children have been admitted as three- or four-year olds to private school kindergarten, it is their parents’/guardian’s responsibility to monitor their children's emotional and physical responses to the accelerated curriculum.
Public school officials do not automatically enroll in first grade those students who attended a private school kindergarten (see B.2. Enrollment).
Kindergarten Continuance
Continuance
is defined as more than one school year in kindergarten. EC
Section 48011 requires a child who has completed a year of kindergarten
to be promoted to first grade, unless the parent or guardian and
the district agree that the child may continue in kindergarten
not more than one additional school year.
A parent/guardian who agrees the child is to continue in kindergarten
must sign the Kindergarten Continuance Form, which is available on CDE's Pupil Promotion & Retention Web page.
Failure to have signed forms on file may jeopardize audit findings
and result in a loss of apportionment.
EC sections 48070-48070.5 set forth requirements for
pupil promotion and retention (PPR). While kindergarten was not
a grade level included by legislators, EC Section 48070.5(j)
enables local boards to adopt additional PPR policies. Districts
considering continuance of kindergartners may want
to consider:
- Reviewing current research
- Developing a plan to reduce the rate of continuance
- Improving the instructional program for students at risk of continuance, and
- Monitoring the progress of schools in reducing continuance rates, including the differential effects of continuance for different ethnic groups, non-English-speaking children, and over representation based on gender
Section 3934, subdivision (b), located in Title 5 of the California Code of Regulations, states:
(b) No program utilizing consolidated application funds shall:
- Create special tracks for the educationally disadvantaged;
- Establish adjustment, pregrade, or junior grade classes for the educationally disadvantaged.
Current literature reveals that retention may have a negative effect on student achievement, school attendance, attitude toward school, and student dropout rates. On the other hand, social promotion also may have a negative effect on student achievement. The U.S. Department of Education provides guidance for state and local leaders to prevent, and intervene to reduce, student failure in Taking Responsibility for Ending Social Promotion. This document may assist schools and districts in adopting a comprehensive approach to retention. All CDE guidance points to the need for districts and school staff to provide interventions for students who are at risk of failure and to prevent the need for retention. Although kindergarten is not currently a mandated grade, appropriate interventions should not be delayed.
Transitional Kindergarten
Transitional Kindergarten is the first year of a two-year kindergarten program that uses a modified kindergarten curriculum that is age and developmentally appropriate. Each elementary or unified school district must offer transitional kindergarten classes for all children eligible to attend. A child who completes one year in a transitional kindergarten program, shall continue in a kindergarten program for one additional year. A kindergarten continuance form is not needed for transitional kindergarten. A child is eligible for transitional kindergarten if they have their fifth birthday between (EC 48000[c]):
-
November 2 and December 2 for the 2012–13 school year.
-
October 2 and December 2 for the 2013–14 school year.
-
September 2 and December 2 for the 2014–15 school year and each school year thereafter.
Extended-Day Kindergarten
Extended-day kindergarten (EDK) is defined as a class, taught by
the same certificated staff member, that exceeds the four-hour
maximum. In some districts EDK is the same length of day as that
for older elementary students. While California districts do not
receive additional apportionment funds to lengthen the kindergarten
day, there is a growing interest in this topic. Nationally, about two thirds of U.S. kindergarten children attend full-day classes. In California, the percentage of students in full-day classes has increased dramatically. For further information, visit The Public Policy Institute of California Web site on Full-Day Kindergarten in California
(PDF).
Educators may wish to extend the kindergarten day for a number
of reasons, including the following:
- To improve the educational program
- To provide more time for the teacher to get to know each child
- To encourage children's maximum social, emotional, physical, and academic growth
- To address transportation issues related to district bus schedules, and
- To address parents'/guardian's needs for child care
EC sections 46110-46119 detail the minimum and maximum
lengths of the school day for kindergarten and other elementary
grade classrooms. The maximum number of minutes for kindergarten
is four hours, (EC Section 46111), excluding recess.
However, recess time may be counted as instructional minutes,
at the district's discretion, if teacher supervision occurs.
Another portion of the EC (EC sections
8970-8974) authorizes EDK if the local school board adopts a policy
establishing an Early Primary Program, in keeping with the 1988
recommendations of the School Readiness Task Force, found in Here
They Come: Ready or Not! (1988). EC Section 8973
allows schools to offer EDK if both of the following conditions
are met:
- The kindergarten program does not exceed the length of the primary school day, and,
- The extended-day kindergarten program takes into account ample opportunity for both active and quiet activities with an integrated, experiential, and developmentally appropriate educational program.
To establish EDK, districts should adopt a formal policy in
keeping with an Early Primary Program, EC sections 8970-8974.
They may also consider the implications of curriculum and instruction
changes, class size reduction, facilities, parents'/guardian's
issues, potential bargaining unit agreements, and fiscal considerations.
Districts may also carefully evaluate lengthened programs to determine
if children are benefiting in all domains (academic, social, emotional,
and physical).
While lengthening the day affects the organization of kindergarten
classrooms, the most long-lasting and far-reaching change will
involve what goes on inside the kindergarten classroom. The National All-Day Kindergarten
Network
contains research findings, resources, a discussion group,
and contact information for people regarding all-day kindergarten.
Transitions to Elementary School
Helping children get a good start in school is important
to families, teachers, and children. Transition plans are
required by the federal, No Child Left Behind Act of 2001. Title
I, Part A, Section 1114(b)(1)(G) of the Act requires Schoolwide
Projects to plan children's transitions from early childhood programs
to local elementary school programs. Section 1115(c)(1)(D) of
the Act requires Targeted Assistance programs to assist preschool
children in their transitions to elementary school. Head Start
programs are also required to plan transitions and share relevant
child-centered information (Section 642A of 42 U.S.C. 9837A).
Students with exceptional needs are also provided appropriate
transitions, pursuant to EC Section 56445.
A state law offers an additional opportunity for preschool and
elementary educators to help children transition to school. The
California Preschool Transfer Act of 2001 (Assembly Bill 1539,
Chapter 629, Statutes of 2001) requires state-funded preschools
to provide to the parent/guardian(s) developmental and any other
information deemed beneficial to the child and public school teacher
(see EC sections 56435, 56449, and 58930). If parents/guardians
authorize it, preschools may provide this information directly
to the schools.
Note: The guidance in this document is not binding on local education agencies or other entities. Except for the statues, regulations, and court decisions that are referenced herein, this document is exemplary, and compliance with it is not mandatory. (See Education Code Section 33308.5.)
California Department of Education Resources
| Name | Phone | Topic |
|---|---|---|
| Literacy, History, & Arts Leadership |
916-323-6269 |
Enrollment age; curriculum; instruction;
extended-day kindergarten |
Child Development Division |
916-322-6233 |
Preschool standards; Prekindergarten
Learning and Development Guidelines |
Educational Demographics |
916-327-0219 |
Comparison data on schools'
demographics, characteristics |
Literacy, History, & Arts Leadership |
916-323-6269 |
Kindergarten continuance/retention
policy and forms |
Wendi McCaskill |
916-323-1333 |
Average daily attendance; fiscal
reports; apportionment |
Resources Cited
California Department of Education. 1988. Here They Come:
Ready or Not! Sacramento, CA: Author.
_________ 1997. Continuity for Young Children: Positive Transitions
to Elementary School. Sacramento, CA: Author.
_________ 1999. First Class: A Guide for Early Primary Education.
Sacramento, CA: Author.
_________ 2000. Prekindergarten Learning and Development Guidelines.
Sacramento, CA: Author.
Developmentally Appropriate Practice in Early Childhood Programs
, Rev. Ed. 1997. Sue Bredekamp and Carol Copple, Eds. Washington,
DC: National Association for the Education of Young Children.
Eager to Learn: Educating Our Preschoolers - Executive
Summary. 2000. Washington, DC: National Research Council.
Fact Sheet on Kindergartners in Mixed-Aged Classes. 1995.
Doris Smith, Ed. San Mateo, CA: California Kindergarten Association.
Getting Ready for Kindergarten: A Guide for Parents.
2001. Redwood City, CA: San Mateo County Office of Education (in
English and Spanish).
Harvard Education Letter
. Research Online. Jan/Feb
1998.
Rothenberg, D. 1995. "Full-Day Kindergarten Programs"
in ERIC Digest . Urbana, IL: Clearinghouse on Elementary
and Early Childhood Education.
_________ 1997. "What Should Parents Know About Full-Day
Kindergarten?" brochure prepared by ACCESS ERIC. Urbana,
IL: Clearinghouse on Elementary and Early Childhood Education.
"School Readiness: Helping Communities Get Children Ready
for School and Schools Ready for Children. " Executive Summary
of Background for Community-Level Work on School Readiness:
A Review of Definitions, Assessments, and Investment Strategies
by Halle, Zaslow, Zaff, & Calkins. 2000. Child Trends.
Slavin, R, Karweit, N., & Wasik, B. 1994. Preventing Early
School Failure: Research, Policy, and Practice. Boston, MA:
Allyn & Bacon.
U.S. Department of Education. 1992. Helping Your Child Get
Ready for School
. Washington, D.C. Author.
_________ 1999. Taking Responsibility for Ending Social Promotion:
A Guide for Educators and State and Local
Leaders. Washington
D.C.: Author.
