Universal PreKindergarten FAQs

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UPK Grants Funding Logistics

1. What is the Universal PreKindergarten (UPK) Planning and Implementation (P&I) Grant? (Updated 29-Jan-2026)

   California Education Code (EC) Section 8281.5, created the UPK P&I Grant Program, which provides a total of $500 million to support planning and implementation around access to prekindergarten programs. This grant was allocated in two parts over two fiscal years, 2021–22 and 2022–23:

   • 2021–22 UPK P&I Grant ($200 million)
     • The UPK P&I Grant for local educational agencies (LEAs) (school districts and charter schools) was based on a formula specified in EC Section 8281.5(c)(1)(A) and (C). The link to this funding allocation page can be found at California Department of Education (CDE) Universal PreKindergarten Planning & Implementation - Grant Allocations.
       • These funds may be used for costs associated with creating or expanding California State Preschool Programs (CSPP) or transitional kindergarten (TK) programs, or to establish or strengthen partnerships with other providers of prekindergarten education within the LEA, including Head Start programs, to ensure that high-quality prekindergarten options are available for four-year-old children. Allowable costs include, but are not necessarily limited to, planning costs, hiring and recruitment costs, staff training and professional development, classroom materials, and supplies.
       • Any LEAs receiving these grant funds are required to:
         • Develop a plan articulating how all children in their attendance area will have access to full-day learning programs the year before kindergarten that meet the needs of parents, including through partnerships with the LEA’s expanded learning offerings, the After School Education and Safety (ASES) Program, CSPP, Head Start programs, and other community-based early learning programs. This plan needed to be submitted for consideration by their governing board or body at a public meeting on or before June 30, 2022.
         • Submit program data annually to the CDE through the UPK Program Report.
         • Submit expenditure data twice a year to the CDE through the UPK Expenditure Report.
     • The UPK P&I Grant also funds countywide planning and capacity building for county offices of education (COEs) with a minimum base grant of $15,000 for each LEA in the county that operates kindergarten programs as specified in EC Section 8281.5(c)(1)(B). The link to this funding allocation page can be found at CDE UPK Planning & Implementation - Countywide Planning and Capacity Grant.
       • These funds may be used for costs associated with providing countywide planning and capacity building to help LEAs in their county create or expand CSPP or TK programs, or to establish or strengthen partnerships with other providers of prekindergarten education within the county, including Head Start programs, to ensure that high-quality options are available for four-year-old children countywide. Allowable costs include, but are not necessarily limited to, planning costs, hiring and recruitment costs, staff training and professional development, classroom materials, and supplies.
       • COEs receiving these grant funds are required to:
         • Develop and present a plan that describes how the COE is providing support for countywide planning and capacity building efforts for UPK P&I (EC Section 8281.5). This plan needed to be submitted for consideration by their governing board or body at a public meeting on or before June 30, 2022.
         • Submit program data annually to the CDE through the UPK Program Report.
         • Submit expenditure data twice a year to the CDE through the UPK Expenditure Report.
   • 2022–23 UPK P&I Grant ($300 million)
     • The 2022–23 UPK P&I Grant for LEAs (school districts and charter schools) is based on a formula specified in EC Section 8281.5(d)(1)(A) and (C). Funding information can be found at the CDE web page for funding results found at this link: Funding Results: 2022-23 Universal PreKindergarten Planning & Implementation Grant.
       • Grant funds may be used in the same ways as the 2021–22 UPK P&I Grant, however with one significant addition. Classroom operating costs are now an allowable expense. As a result of this addition, LEAs may use their grant funds to cover costs they may have incurred with expanding TK age eligibility faster than required by law and to cover the costs of early admittance transitional kindergarten-enrolled students who are not otherwise generating average daily attendance.
       • Any LEAs receiving these grant funds are required to:
         • Submit program data annually to the CDE through the UPK Program Report.
         • Submit expenditure data twice a year to the CDE through the UPK Expenditure Report.
         • Ensure expenditures are consistent with their local plan.
         • Plan with their county’s local tribes, and CSPP and Head Start program providers in their region.
         • Plan with their county’s local planning council, which should include coordination with the UPK Mixed Delivery Grant.
         • Offer TK to all eligible pupils interested in TK within their attendance area by the 2025–26 school year.
         • Please note: LEAs that did not develop the plan required for the 2021–22 UPK P&I Grant are required to develop a plan for how all children in the attendance area of the LEA will have access to full-day learning programs the year before kindergarten that meet the needs of parents, including through partnerships with the LEA’s expanded learning offerings, the ASES Program, the CSPP, Head Start programs, and other community-based early learning and care programs. This plan should have been presented for consideration by the governing board or body at a public meeting on or before March 30, 2023.
     • The 2022–23 UPK P&I Grant also funds countywide planning and capacity building for COEs with a minimum base grant of $15,000 for each LEA in the county that operates kindergarten programs as specified in EC Section 8281.5(d)(1)(B). The link to this funding allocation page can be found at the CDE 2022-23 UPK Planning & Implementation-Countrywide Planning and Capacity Building web page.
       • Grant funds may be used in the same ways as the 2021–22 UPK P&I – Countywide Planning and Capacity Building Grant, however with one significant addition. Classroom operating costs are now an allowable expense. Allowable costs shall include, but are not necessarily limited to, classroom operating costs, planning costs, hiring and recruitment costs, staff training and professional development, classroom materials, and supplies.
       • COEs receiving these grant funds are required to:
         • Submit program data annually to the CDE through the UPK Program Report.
         • Submit expenditure data twice a year to the CDE through the UPK Expenditure Report.
         • Ensure expenditures are consistent with their local plan.
         • Plan with their county’s local tribes, and CSPP and Head Start program providers in their region.
         • Plan with their county’s local planning council, which should include coordination with the UPK Mixed Delivery Grant.
         • Offer TK to all eligible pupils interested in TK within their attendance area by the 2025–26 school year, as applicable.

2. What funding is available to expand the teacher workforce? (Updated 29-Jan-2026)

   California has invested a substantial amount of funding to support the recruitment and retention of teachers overall, but in particular for Universal PreKindergarten (UPK) teachers. Below, are listed a few of the funding opportunities to expand the UPK workforce. More information can be found in the UPK Teacher Pipeline Resource Compendium - Preschool Through Third Grade Alignment (PDF).

   • The UPK Planning & Implementation (P&I) Grant provides a total of $500 million in one-time funding to local educational agencies (LEAs) for planning and implementation related to UPK expansion.
     • For more information, please visit the California Department of Education (CDE) Elementary web page.
   • The Golden State Teacher Grant Program, administered by the California Student Aid Commission, is an ongoing grant with $100 million in funding per fiscal year between 2021 and 2026 which provides up to $20,000 in individual grants to students in Commission on Teacher Credentialing (CTC)-approved professional preparation programs who commit to working in high-needs fields such as transitional kindergarten (TK) at a priority school for four years after receiving their credential.
     • For more information, please visit the California Student Aid Commission Golden State Teacher Grant Program web page.
   • The Early Education Teacher Development grant allocated $100 million to LEAs to ensure there are enough qualified teachers in the UPK system as it expands. The main purpose of this funding is to increase the number of highly qualified TK and California State Preschool Program (CSPP) teachers as well as increase specific competencies for TK, CSPP and kindergarten teachers. This grant program is no longer accepting applications.
     • For more information, please visit the CDE Early Education Teacher Development Grant web page.
   • The Teacher Residency Grant Program, administered by the CTC, provides a total of $350 million from 2021 to 2023 in ongoing funding for LEAs to develop or expand and improve teacher residency programs that support designated shortage fields such as TK and local efforts for recruitment and retention of a diverse teacher workforce that reflects an LEA community’s diversity.
     • For more information, please visit the CTC Teacher Residency Grant Program web page.
   • The CTC has administered $20 million in one-time grants to regionally accredited institutions of higher education for four-year integrated teacher preparation programs, including student teaching, and/or to adapt an existing Commission-approved five-year integrated teacher preparation program to a four-year program. These grants support programs that produce teachers in the designated shortage fields including TK, or kindergarten, and/or that partner with a California community college to create an integrated program of professional preparation.
     • For more information, please visit the CTC Integrated Undergraduate Teacher Preparation Grants web page.
       

   Information for these and other funding opportunities are described in the UPK Teacher Pipeline Resource Compendium - Preschool Through Third Grade Alignment (PDF).

3. What is required to receive the Universal PreKindergarten (UPK) Planning and Implementation (P&I) Grant funding? (Updated 29-Jan-2026)

   • 2021–22 UPK P&I Grant
     • For more information about this grant, please visit this link: Education Code (EC) Section 8281.5
     • The 2021–22 California State Budget provided a formula to determine funding allocations for the UPK Planning and Implementation grant. Specifically, the California Department of Education (CDE) was required to allocate two hundred million dollars ($200,000,000) in the 2021–22 fiscal year (FY) to local educational agencies (LEAs) as follows:
       • A minimum base grant to all LEAs that operate kindergarten programs as determined using California Longitudinal Pupil Achievement Data System Fall 1 kindergarten enrollment from the 2020–21 certification, as follows: For LEAs with an enrollment of 1 to 23 pupils, inclusive, the minimum base grant shall be twenty-five thousand dollars ($25,000).
         • For LEAs with an enrollment of 24 to 99 pupils, inclusive, the minimum base grant shall be fifty thousand dollars ($50,000).
         • For LEAs with an enrollment of 100 or more pupils, the minimum base grant shall be one hundred thousand dollars ($100,000).
       • A minimum base grant for each county office of education (COE) of fifteen thousand dollars ($15,000) for each LEA in their county that operates kindergarten programs to support countywide planning and capacity building.
     • Of the remaining funds after allocations:
       • Sixty percent was available as enrollment grants. These grants were allocated based on the LEA's proportional share of total California Longitudinal Pupil Achievement Data System (CALPADS) Fall 1 kindergarten enrollment for the 2019–20 FY, as applied to the total amount of program funds available for the enrollment grant. For purposes of this clause, the total statewide kindergarten enrollment shall be calculated using the CALPADS Fall 1 kindergarten enrollment minus the transitional kindergarten program enrollment for the 2019–20 FY for each LEA.
       • Forty percent was available as supplemental grants. These grants were allocated based on the LEAs CALPADS Fall 1 kindergarten enrollment minus the TK program enrollment for the 2019–20 FY, multiplied by the LEAs unduplicated pupil percentage, as calculated pursuant to subdivision (b) of EC Section 42238.02 or subdivision (b) of EC Section 2574 certified as of the second principal apportionment. Funds for this purpose were distributed percent-to-total from funds available for the supplemental grant.
     • The UPK P&I Grant was allocated through an apportionment process. EC Section 8281.5(c)(3)(B) requires that LEAs receiving these grant funds to:
       • Develop a plan articulating how all children in their attendance area will have access to full-day learning programs the year before kindergarten that meet the needs of parents, including through partnerships with the LEA’s expanded learning offerings, the After-School Education and Safety (ASES) Program, California State Preschool Program (CSPP), Head Start programs, and other community-based early learning programs. This plan needed to be submitted for consideration by their governing board or body at a public meeting on or before June 30, 2022.
       • Submit program data annually to the CDE through the UPK Program Report.
       • Submit expenditure data twice a year to the CDE through the UPK Expenditure Report.
         
         
   • 2022–23 UPK P&I Grant
     • For more information about this grant, please visit this link: EC Section 8281.5
     • The 2022–23 California State Budget provided a formula to determine funding allocations for the 2022–23 UPK P&I. Specifically, the CDE is required to allocate three hundred million dollars ($300,000,000) in the 2022–23 FY to LEAs as follows:
       • A minimum base grant to all LEAs that operate kindergarten programs, as determined using CALPADS Fall 1 kindergarten enrollment from the 2021–22 certification, as follows:
         • For LEAs with an enrollment of 1 to 500 pupils, inclusive, the minimum base grant shall be twenty-five thousand dollars ($25,000).
         • For LEAs with an enrollment of 501 or more pupils, the minimum base grant shall be fifty thousand dollars ($50,000).
       • A minimum base grant for each COE of fifteen thousand dollars ($15,000) for each local educational agency in their county that operates kindergarten programs to support countywide planning and capacity building.
       • Of the funds remaining after the allocations above:
         • Sixty percent shall be available as enrollment grants. These grants shall be allocated based on the LEA’s proportional share of total CALPADS Fall 1 kindergarten enrollment for the 2021–22 FY, as applied to the total amount of program funds available for the enrollment grant. For purposes of this clause, the total statewide kindergarten enrollment shall be calculated using the CALPADS Fall 1 kindergarten enrollment minus the TK program enrollment for the 2020–21 FY for each LEA.
         • Forty percent shall be available as supplemental grants. These grants shall be allocated based on the LEA’s CALPADS Fall 1 kindergarten enrollment minus the TK program enrollment for the 2020–21 FY, multiplied by the LEA’s unduplicated pupil percentage, as calculated pursuant to subdivision (b) of EC Section 42238.02 or subdivision (b) of EC Section 2574, as applicable, and certified as of the second principal apportionment. Funds for this purpose shall be distributed percent-to-total from funds available for the supplemental grant.
       • Notwithstanding any other law, any kindergarten enrollment reported by a COE shall be attributed to the school district of geographic residence.
     • The UPK P&I Grant was allocated through an apportionment process. EC Section 8281.5(d)(3) requires each school district and charter school receiving these funds to:
       • Submit program data annually to the CDE through the UPK Program Report.
       • Submit expenditure data twice a year to the CDE through the UPK Expenditure Report.
       • Ensure expenditures are consistent with their local plan.
       • Plan with their county’s local tribes, and CSPP and Head Start program providers in their region.
       • Plan with their county’s local planning council, which should include coordination with the UPK Mixed Delivery Grant.
       • Offer TK to all eligible pupils interested in TK within their attendance area by the 2025–26 school year.
       • Please note: LEAs that did not develop the plan required for the 2021–22 UPK P&I Grant, are required to develop a plan for how all children in the attendance area of the LEA will have access to full-day learning programs the year before kindergarten that meet the needs of parents, including through partnerships with the LEA’s expanded learning offerings, the ASES Program, the CSPP, Head Start programs, and other community-based early learning and care programs. This plan should have been presented for consideration by the governing board or body at a public meeting by March 30, 2023.
     • COEs receiving these funds are required to:
       • Submit program data annually to the CDE through the UPK Program Report.
       • Submit expenditure data twice a year to the CDE through the UPK Expenditure Report.
       • Ensure expenditures are consistent with their local plan.
       • Plan with their county’s local tribes, and CSPP and Head Start program providers in their region.
       • Plan with their county’s local planning council, which should include coordination with the UPK Mixed Delivery Grant.
       • Offer TK to all eligible pupils interested in TK within their attendance area by the 2025–26 school year, as applicable.

4. Does the Universal PreKindergarten (UPK) Planning Template need to be submitted to the California Department of Education (CDE)? (Updated 29-Jan-2026)

   • While the plan itself does not need to be submitted to the CDE, certain elements of the UPK Template will be required to be submitted to the CDE. Local educational agencies (LEAs) that did not develop the plan required for the 2021–22 UPK Planning and Implementation (P&I) Grant, are required to develop a plan for how all children in the attendance area of the LEA will have access to full-day learning programs the year before kindergarten that meet the needs of parents, including through partnerships with the LEA’s expanded learning offerings, the After School Education and Safety Program, the California State Preschool Program, Head Start programs, and other community-based early learning and care programs. This plan should have been presented for consideration by the governing board or body at a public meeting by March 30, 2023.
     
     
     • School districts and charter schools
       • The CDE will be collecting information on the answers to the required questions after July 30, 2023 through the UPK Program Report. This will allow the CDE to learn about how LEAs are planning and implementing UPK and to identify what additional support may be needed to help LEAs as they move along the implementation process.
       • The questions required for submission to the CDE should be answered based on what the LEA has implemented for 2022–23 and beyond. The CDE encourages LEAs to look beyond the first year of implementation and lay the foundation for the full implementation period. The CDE also encourages LEAs to look at their Local Control and Accountability Plans (LCAPs) to identify where their LCAPs already include relevant opportunities for alignment, and to consider the results of the UPK planning and implementation efforts as it pertains to future updates to their LCAPs.
       • To help introduce LEA leaders to early education concepts, agencies, and structures. The CDE has developed UPK Planning and Implementation Guidance documents. This guidance is meant to support LEAs in the development and implementation of their UPK Plan.
         • Universal PreKindergarten Planning and Implementation Guidance Volume 1 (DOCX)
           
         • Universal PreKindergarten Planning and Implementation Guidance Volume 2 (DOCX)
           
     • County Offices of Education (COEs)
       • The CDE will be collecting information on the answers to the COE required questions after July 30, 2023 through the UPK Program Report. This will allow the CDE to learn about how COEs are supporting LEAs as they move through the planning and implementation process.
       • The questions required for submission to the CDE should be answered based on how the COE has supported and plans to support LEAs for 2022–23 and beyond.

5. How much funding will my agency get for the Universal PreKindergarten (UPK) Planning and Implementation (P&I) Grant? (Updated 29-Jan-2026)

   • 2021–22 UPK P&I Grant
     • The California Department of Education (CDE) link to the estimated funding results for school districts and charter schools is located at the following link: Funding Results: Universal PreKindergarten Planning & Implementation Grant.
     • The CDE link to the estimated funding results for county offices of education is located at the following link: Funding Results: UPK Planning & Implementation-Countywide Planning and Capacity Building Grant.
     • The 2021–2022 California state budget included a minimum base grant to all local educational agencies (LEAs) that operate kindergarten programs determined using the California Longitudinal Pupil Achievement Data System (CALPADS) Fall 1 kindergarten enrollment from the 2020–21 certification. Per Education Code (EC) Section 8281.5 (c)(1)(A):
       • For LEAs with an enrollment of 1 to 23 pupils, inclusive, the minimum base grant shall be twenty-five thousand dollars ($25,000).
       • For LEAs with an enrollment of 24 to 99 pupils, inclusive, the minimum base grant shall be fifty thousand dollars ($50,000).
       • For LEAs with an enrollment of 100 or more pupils, the minimum base grant shall be one hundred thousand dollars ($100,000).
     • The budget also included a minimum base grant of $15,000 to each county office of education for each LEA in the county that received the UPK P&I grant funding to support countywide planning and capacity building. The UPK P&I Grant funding was allocated via apportionment.
       • Of the remaining funds after the above allocations:
         • Sixty percent was available as enrollment grants. These grants were allocated based on the LEA’s proportional share of total CALPADS Fall 1 kindergarten enrollment for the 2019–20 Fiscal Year (FY), as applied to the total amount of program funds available for the enrollment grant. For purposes of this clause, the total statewide kindergarten enrollment shall be calculated using the CALPADS Fall 1 kindergarten enrollment minus the Transitional Kindergarten (TK) program enrollment for the 2019–20 FY for each LEA.
         • Forty percent was available as supplemental grants. These grants were allocated based on the LEA’s CALPADS Fall 1 kindergarten enrollment minus the TK program enrollment for the 2019–20 FY, multiplied by the LEAs unduplicated pupil percentage, as calculated pursuant to subdivision (b) of EC Section 42238.02 or subdivision (b) of EC Section 2574 certified as of the second principal apportionment. Funds for this purpose were distributed percent-to-total from funds available for the supplemental grant.
     • The UPK P&I Grant was allocated through an apportionment process.
   • 2022–23 UPK P&I Grant
     • The link to the estimated funding results for school districts and charter schools is located at the following link: Funding Results: 2022-23 Universal PreKindergarten Planning & Implementation Grant
     • The estimated funding results for county offices of education is located at the following link: Funding Results: 2022-23 UPK Planning & Implementation-Countywide Planning and Capacity Building
     • The 2022–23 California state budget includes a minimum base grant to all LEAs that operate kindergarten programs, as determined using CALPADS Fall 1 kindergarten enrollment from the 2021–22 certification. Per EC Section 8281.5 (d)(1)(A):
       • For LEAs with an enrollment of 1 to 500 pupils, inclusive, the minimum base grant shall be twenty-five thousand dollars ($25,000).
       • For LEAs with an enrollment of 501 or more pupils, the minimum base grant shall be fifty thousand dollars ($50,000).
     • The budget also includes a minimum base grant of $15,000 to each county office of education for each LEA in the county receiving the UPK P&I grant funding to support countywide planning and capacity building.
       • Of the funds remaining after the allocations:
         • Sixty percent shall be available as enrollment grants. These grants shall be allocated based on LEA’s proportional share of total CALPADS Fall 1 kindergarten enrollment for the 2021–22 FY, as applied to the total amount of program funds available for the enrollment grant. For purposes of this clause, the total statewide kindergarten enrollment shall be calculated using the CALPADS Fall 1 kindergarten enrollment minus the TK program enrollment for the 2020–21 FY for each LEA.
         • Forty percent shall be available as supplemental grants. These grants shall be allocated based on the LEA’s CALPADS Fall 1 kindergarten enrollment minus the TK program enrollment for the 2020–21 FY, multiplied by the LEA’s unduplicated pupil percentage, as calculated pursuant to subdivision (b) of EC Section 42238.02 or subdivision (b) of EC Section 2574, as applicable, and certified as of the second principal apportionment. Funds for this purpose shall be distributed percent-to-total from funds available for the supplemental grant.
     • The UPK P&I Grant funding will be allocated via apportionment.
   • Please direct any questions regarding this grant to: UPKPlanningGrant@cde.ca.gov

6. Are non-classroom-based charters eligible for Universal PreKindergarten (UPK) Planning and Implementation (P&I) Grant funding? (Updated 29-Jan-2026)

   • Yes. Although the intent of the $500,000,000 in UPK P&I funds is to expand access to classroom-based prekindergarten programs, the legislation does not exclude non-classroom-based charter schools from funding. To the extent that a non-classroom- based charter does have kindergarten enrollment that meets the statutory requirements set forth in Education Code Section 8281.5, they would receive UPK P&I Grant funding in order to expand or start providing access to prekindergarten programs.
   • Any non-classroom-based charter schools that receive funding for UPK P&I grants must use the money to provide all children in the attendance area of the local educational agency with access to full-day learning programs the year before kindergarten that meet the needs of parents, including through partnerships with the local educational agency’s expanded learning offerings, the After School Education and Safety Program, the California state preschool program, Head Start programs, and other community-based early learning and care programs.

7. Do non-classroom based charter schools need to create a plan for Universal PreKindergarten (UPK)? (Updated 29-Jan-2026)

   With the adoption of UPK, any charter schools, including non-classroom based charter schools, that receive funding for UPK Planning & Implementation (P&I) grants must use the money to develop a plan articulating how all children in the attendance area of the local educational agency (LEA) will have access to full-day learning programs the year before kindergarten that meet the needs of parents, including through partnerships with the LEA’s expanded learning offerings, the After School Education and Safety Program, the California State Preschool Program, Head Start programs, and other community-based early learning and care programs.

8. Must charter schools return Universal PreKindergarten (UPK) Planning & Implementation (P&I) funds allocated pursuant to Education Code Section 8281.5 if they do not offer transitional kindergarten (TK)? (Updated 29-Jan-2026)

   If charter schools are doing any one of the following, they are required to return that fiscal year’s UPK P&I funds:

   • 2021–22 UPK P&I:
     • Not creating a plan for UPK implementation
     • Not meeting the reporting requirements
   • 2022–23 UPK P&I:
     • Not offering TK
     • Not creating a plan for UPK implementation (either this year or the prior year)
     • Not meeting the reporting requirements
     • Not ensuring expenditures are consistent with their local plan
     • Not planning with their county’s local planning council, which should include coordination with the UPK Mixed Delivery Grant
     • Not planning with their county’s local tribes, and the California state preschool program and Head Start program providers in their region

9. What is the process for charter schools to return Universal PreKindergarten (UPK) Planning & Implementation (P&I) funds? (Updated 29-Jan-2026)

   Charter schools must notify the California Department of Education (CDE) of their intent to return UPK P&I Grant funds by sending an email to the CDE at UPKPlanningGrant@cde.ca.gov and advising of this intent.

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UPK Mixed Delivery System

1. What is Universal PreKindergarten (UPK) and how is it related to Universal Transitional Kindergarten (UTK)? (Updated 29-Jan-2026)

   • UPK is an umbrella term that includes the California State Preschool Program (CSPP), transitional kindergarten (TK) at the California Department of Education, as well as Head Start, district and local community-based preschool programs, early learning services for students with disabilities, private pay preschool, and expanded learning options to support access to a full day of services.
   • While participation in UPK and choice of which program is optional, TK is the only option within the broader UPK frame that is universally available, and free of cost, for all four-year old children as part of California’s public education system.
   • California’s goal is to serve more children ages three and four years old, statewide, in high-quality preschool programs. California intends to meet this goal through the implementation of universally available TK, as well as investments in other state-funded programs, such as funding to expand the CSPP and other state-subsidized programs that offer a preschool learning experience.
   • In 2021, legislation was passed that requires any local educational agency operating a kindergarten to also provide a TK program for all four-year-old children by 2025–26. UTK means that by 2025–26, regardless of background, race, zip code, immigration status, or income level, every child will have access to TK as a quality learning experience the year before kindergarten.

2. What role does the California State Preschool Program (CSPP) have in Universal PreKindergarten (UPK)? (Updated 29-Jan-2026)

   • As transitional kindergarten (TK) is fully funded as of 2025–26 to provide access to early education for all children whose fourth birthday occurs by the first of September of the year they are enrolled, CSPPs may have increased room in their contracts to expand the enrollment of three-year-old children so more children have access to two years of high-quality early education before kindergarten. UPK presents the opportunity to provide so many more children with early education opportunities.
   • CSPPs may also have opportunities to provide expanded learning and extended care opportunities (before-school, after-school and summer session) to children enrolled in TK and kindergarten to address the needs of families while also providing extended learning opportunities.

3. Do families of four-year-old children have a choice between California State Preschool Program (CSPP) and transitional kindergarten (TK)? (Updated 29-Jan-2026)

   Yes, families do have a choice. Parents of four-year-old children may choose to enroll their child in any available TK program, CSPP, Head Start, private preschool or any other prekindergarten program for which the family is eligible. TK is not mandatory for children; however, it is the only option that is universally available and free of cost for all families with children who turn four-years-old by September 1 starting in the 2025–26 school year.

4. What prekindergarten programs may parents choose from? (Updated 29-Jan-2026)

   Transitional kindergarten (TK) is a universally accessible and free program for age-eligible four-year-old children available at no-cost to all four-year-old children by the 2025–26 school year and parents may choose to enroll their children in a TK program or any other prekindergarten program for which the family is eligible including, but not limited to, the California State Preschool Program (CSPP), Head Start, in addition to subsidized programs administered by the California Department of Social Services. TK is not mandatory for children. Families who choose to enroll their children in TK remain eligible for subsidized early learning and care programs, including, but not limited to part-day CSPP, and will be able to choose to send their child to those programs, space permitting, as long as the hours of operation do not overlap with the hours of TK. Families may also continue to choose to enroll their children in private preschool or prekindergarten programs or keep their children at home until the age of six, when compulsory education begins.

5. Will there be a mixed delivery so private preschools can continue to be part of educating our young children and giving parents choices? (Updated 29-Jan-2026)

   Universal PreKindergarten (UPK) is a mixed delivery system that also includes the California State Preschool Program which the California Department of Education operates, along with other prekindergarten programs serving three- and four-year-old children, including the federal Head Start Program, subsidized programs that operate a preschool learning experience and are operated by community-based organizations--including family childcare--, and private preschool.

6. A district with a very robust preschool program would like to provide their four-year-old children with Universal Transitional Kindergarten (UTK) through their preschool program. Would this be permissible? (Updated 29-Jan-2026)

   • Districts are required to offer transitional kindergarten (TK) to all children that are eligible and wish to enroll. However, families are also allowed to choose other prekindergarten options, such as California State Preschool Program (CSPP) or Head Start, if they are eligible for those programs. If, for example, parents continue to choose the local educational agency's (LEA’s) existing preschool programs instead of TK, the district TK enrollment may end up being relatively small.
   • As part of LEA’s Universal PreKindergarten (UPK) plan due to their governing board or body by June 30, 2022, the LEA should conduct outreach to parents with children who will be eligible for UTK to determine whether they will want to enroll in UTK or in another preschool option. By better understanding parent needs, the LEA can plan how to meet the requirements around providing TK to all eligible children who are interested and also leveraging the benefits of their existing robust preschool programs.
   • Additionally, any children enrolled in TK can also receive extended learning and care through the district’s existing CSPP program or Head Start, if eligible, or through other extended learning programs.

7. Can parents choose to enroll their transitional kindergarten (TK) eligible child into the California State Preschool Program (CSPP) instead of TK? (Updated 29-Jan-2026)

   TK, like kindergarten enrollment, is not compulsory. Parents will continue to have the choice to remain at their current program provided that they meet eligibility requirements. The 2021–22 California State Budget explicitly retained choice for parents whose children are enrolled in the CSPP.

8. Can a district’s Afterschool Program credit attendance in the Afterschool Program for students who start school at the beginning of the year and who turn five years of age after the applicable transitional kindergarten (TK) eligibility cut-off date? (Updated 29-Jan-2026)

   Yes, a district’s Afterschool Program can credit attendance in the Afterschool Program for students who start school at the beginning of the year and who turn five years of age after the applicable TK eligibility cut-off date (listed below).

   • Starting in 2025–26, local educational agencies are required to make TK available to all children who will have their fourth birthday by September 1* of the school year.
   • * Inclusive of this date

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UPK Workforce

1. What supports are available to the workforce of early learning and care programs whose staff may be moving to teach transitional kindergarten (TK)? (Updated 29-Jan-2026)

   • The California Department of Education (CDE) recognizes that recruitment and retention of high-quality staff can be challenging for early learning and care programs.
   • The CDE has implemented the Early Education Teacher Development (EETD) Grant Program as part of the California Universal PreKindergarten (UPK) Planning and Implementation (P&I) Grant Program. The California UPK P&I Grant Program was established with the goal of expanding access to classroom-based prekindergarten programs at local educational agencies (LEAs), including California State Preschool Programs (CSPPs), and to support costs associated with planning and implementing UPK. The EETD Grant Program provides funding on a competitive basis to LEAs to identify, recruit, and retain a robust early education workforce, as well as increase specific competencies for their workforce. The EETD is a significant investment of $100 million to support the teacher pipeline in UPK.
   • The EETD Grant funds must be used for any purposes consistent with activities that directly support workforce development and capacity building including, but not limited to, purposes specified in California Education Code Section 8281.5 (e)(6)(A-H):
     • Tuition, supplies, and other related educational expenses
     • Transportation and childcare costs incurred as a result of attending classes
     • Substitute teacher pay for CSPP, TK, and kindergarten professionals that are currently working in a CSPP, TK, or kindergarten classroom
     • Stipends and professional development expenses, as determined by the Superintendent
     • Career, course, and professional development coaching, counseling, and navigation services
     • Linked courses, cohorts, or apprenticeship models
     • Training and professional development for principals and other administrators of TK, kindergarten, and grades one through twelve, inclusive, on the value and tenets of effective instruction for young children
     • Other educational expenses, as determined by the Superintendent
   • The state continues to develop the single rate structure utilizing the alternative methodology. Until then, the following additional funding has been invested to support CSPP:
     • Hold harmless has been extended. From July 1, 2023, to June 30, 2026, if the CSPP is open and operating in accordance with their approved program calendar and remains open and providing services through the program year, reimbursement shall be 100 percent of the contract maximum reimbursable amount or net reimbursable program costs, whichever is less.
     • Also, beginning July 1, 2024, through June 30, 2026, all CSPP centers shall receive a “Cost of Care Plus Rate” once per month, per child, for children served who are enrolled in subsidized early learning and care. Rates for centers range from $152 to $230 per child, per month, depending on the region.

2. What are the additional requirements beyond a teaching credential for transitional kindergarten (TK) teachers? (Updated 29-Jan-2026)

   • California Education Code Section 48000(g)(4) states the following: credentialed teachers who are first assigned to a TK classroom after July 1, 2015, must have, by August 1, 2025, one of the following:
     • at least 24 units in early childhood education (ECE) or child development (CD), or both;
     • as determined and documented by the local educational agency employing the teacher, professional experience in a classroom setting with preschool age children meeting the criteria established by the governing board or body of the local educational agency that is comparable to the 24 units of education; or
     • a CD Teacher Permit, or an ECE specialist credential, issued from the Commission on Teacher Credentialing
       • Permit options: CD Teacher Permit, CD Master Teacher Permit, CD Site Supervisor Permit, or the CD Program Director
   • This means that a credentialed teacher who was assigned to a TK classroom before July 1, 2015 is exempt from the requirements.
     

3. In California Education Code Section 48000(g), are the terms “assigned” and “taught” interchangeable? (Updated 29-Jan-2026)

   The term “assigned” means that a credentialed teacher is directed or hired to teach transitional kindergarten (TK). This TK teacher may or may not have taught a TK student prior to July 1, 2015. Therefore, the terms assigned and taught are not necessarily interchangeable.

4. What criteria must be met by a local educational agency (LEA) to determine the professional experience option for transitional kindergarten (TK) teacher requirements under Education Code (EC) Section 48000? (Updated 29-Jan-2026)

   Pursuant to EC Section 48000(g)(4)(B), LEAs must determine and document the employing teacher’s professional experience in a classroom setting with preschool age children meeting the criteria established by the governing board or body of the LEA that is comparable to the 24 units of education. This professional experience option is determined by each district and not automatically transferable between districts.

5. What is required when local educational agencies (LEAs) hire a paraprofessional or instructional aide as the second adult or third adult in a transitional kindergarten (TK) classroom? (Updated 29-Jan-2026)

   The qualifications for paraprofessionals or instructional aides vary based on the school type. The qualifications are as follows:

   • Non-Title I schools:
     • Have a high school diploma or the equivalent, and
     • Pass a local assessment of knowledge and skills in assisting in instruction (This is a locally approved assessment. LEAs may develop their own assessment or use an existing assessment so long as it measures the knowledge and skills in assisting in instruction. Many districts use the California Basic Educational Skills Test [CBEST] for this purpose.) (California Education Code Section 45330, 20 United States Code [U.S.C.], Section 1112[c][6]). LEAs may also have specific requirements for employment.
   • Title I Schools:
     • High school diploma or the equivalent, and
     • Two years of college (48 units), or
     • A. A. degree (or higher), or
     • Pass a local assessment of knowledge and skills in assisting in instruction. (This is a locally approved assessment. LEAs may develop their own assessment or use an existing assessment so long as it measures the knowledge and skills in assisting instruction. Many districts use the CBEST for this purpose). LEAs may also have specific requirements for employment.

6. Do Transitional Kindergarten (TK) teachers need to have a teaching credential? (Updated 29-Jan-2026)

   Yes, in California, TK teachers need to have a teaching credential, just like kindergarten teachers. Credentials that authorize instruction in TK programs are provided below:

   Kindergarten-Primary (grades kindergarten through three)
   Elementary (grades kindergarten through eight)
   Early Childhood (preschool through grade three)
   Elementary (grades kindergarten through eight)
   Multiple Subject (preschool, grades kindergarten through twelve and adults)
   Multiple Subject University Intern (preschool, grades kindergarten through twelve and adults)
   Multiple Subject District Intern (grades kindergarten through eight)
   Specialist Instruction Credential in Early Childhood Education (ECE)
   PreKindergarten through Third Grade ECE Specialist Instruction Credential (preschool, grades TK through three)

   A Multiple Subject General Education Limited Assignment Permit, Multiple Subject Short-Term Staff Permit or Multiple Subject Provisional Internship Permit authorizes the same service as a Multiple Subject Teaching Credential.

7. Can a transitional kindergarten (TK) or kindergarten teacher be assigned to teach multiple sessions in one day, such as an AM/PM model? (Updated 29-Jan-2026)
   

   Pursuant to Education Code Section 46118, a TK or kindergarten class teacher can only be assigned one session of TK or kindergarten daily as a principal teacher. Additionally, each session must maintain a minimum of 180 minutes per school day, the teacher must be a full-time certificated employee, and this teacher shall be available for assistance or assignment in the instructional program of the primary grades when not involved in the TK or kindergarten program.

8. What specific courses must teachers take in order to meet the additional statutory requirements, specifically, the 24-unit requirement set forth in Education Code (EC) Section 48000(g)(4)(A)? (Updated 29-Jan-2026)
   

   It is the intent of the Legislature to ensure transitional kindergarten (TK) teachers have the knowledge in early education and child development to effectively teach four-year-old children. Any teacher who is assigned to teach TK on or after July 1, 2015, will have until August 1, 2025, to meet one of the requirements stated in California EC Section 48000(g)(4) . For purposes of meeting the 24-units in early education or child development, or both, set forth in EC Section 48000(g)(4)(A) , “units” means semester units, or their quarterly equivalent, as used for the purposes of a degree program at the University of California, California State University, California Community Colleges, or independent institutions of higher education, as defined in EC Section 66010 . "Continuing education" units are only applicable if they are issued by an accredited institution of higher education as semester- or quarter-equivalent units. Early childhood education (ECE) and childhood development (CD or CHDV) units may include but are not limited to the prefixes of ECE or CD or CHDV. Local educational agencies (LEAs) must monitor and document the completion of units.
   

   LEAs and the Child Development Training Consortium can be resources regarding what classes are available in your community and online. (See contact information at the bottom of this web page.)

9. How should local educational agencies (LEAs) document credentialing/permitting for teachers assigned to teach transitional kindergarten (TK)? (Updated 26-Sep-2022)

   LEAs are responsible for ensuring that TK teachers meet statutory requirements. The LEA of the credentialed teacher must follow the local process for personnel record keeping and ensure the new TK teacher requirements are being met. For more information about TK credentials requirements, visit California Commission on Teacher Credentialing .

10. Can transitional kindergarten (TK) teachers “loop” (remain) with their students into kindergarten? (Updated 14-Jun-2022)

    The decision to have teachers move through the grades with their students from TK to kindergarten (and beyond) is a local decision.

11. What are the credential requirements for Transitional Kindergarten (TK) teachers providing independent study instruction? (Updated 29-Jan-2026)

    Independent study must be provided under the general supervision of an employee of the local educational agency (LEA) who possesses a valid certification document pursuant to Education Code (EC) sections 44865, 44300, or 47605(l).

    For traditional independent study, EC Section 51747.5(a) states: The independent study by each pupil shall be coordinated, evaluated, and, notwithstanding subdivision (a) of EC Section 46300, shall be under the general supervision of an employee of the LEA who possesses a valid certification document pursuant to EC Section 44865 or an emergency credential pursuant to EC Section 44300, registered as required by law.

    Course-based independent study (CBIS) courses are taught under the general supervision of certificated employees who hold the appropriate subject matter credential pursuant to EC sections 44300, 44865 or 47605(l). Per EC Section 51749.5(a)(3), CBIS teachers shall be employed by the LEA at which the pupil is enrolled, or by a LEA that has a Memorandum of Understanding to provide the instruction.

    As a condition of apportionment, existing law requires a credentialed teacher who is first assigned to a TK classroom after July 1, 2015, to have one of the following by August 1, 2025:

    • At least 24 units in early childhood education, childhood development, or both;
    • As determined by the LEA employing the teacher, professional experience in a classroom setting with preschool age children that is comparable to the 24 units of education described above; or
    • A child development (CD) teacher permit issued by the Commission on Teacher Credentialing.
      • Permit options: CD Teacher Permit, CD Master Teacher Permit, CD Site Supervisor Permit, or the CD Program Director Permit

    Please visit the California Department of Education Independent Study Frequently Asked Questions web page for more information.
    

12. Can a teacher with a single subject credential teach transitional kindergarten (TK)? (Updated 29-Jan-2026)

    
    Yes, Education Code (EC) Section 44263 does allow a single subject credential holder to be assigned to TK by this section or a multiple subject class if he or she holds at least 60 semester hours equally distributed among the 10 areas of a diversified major set forth in EC Section 44314 . A three-semester-unit variance in any of the required 10 areas may be allowed.
    
    However, that means that the single subject teacher would need to have 60 semester hours in the 10 areas listed in EC Section 44314 to be authorized for the assignment and then the 24 early childhood education and childhood development units to be eligible for apportionment.

    All other requirements per EC Section 48000(g)(4) for a TK teacher will need to be met.

    Please visit the Commission on Teacher Credentialing website for additional TK credentialing information .
    

13. Do substitute teachers need to meet the new transitional kindergarten (TK) teacher requirements? (Updated 14-Jun-2022)

    No, a TK substitute teacher must meet the same requirements as a kindergarten substitute teacher.

14. What are the requirements for an Emergency Permit to teach transitional kindergarten (TK)? (Updated 29-Jan-2026)

    Pursuant to Education Code (EC) Section 44300(j), the Commission on Teacher Credentialing (CTC) may issue an Emergency Specialist Teaching Permit in Early Childhood Education (ECE) that authorizes teaching all subjects in a self-contained TK general education classroom. This permit, also known as the Emergency Transitional Kindergarten (ETK) Permit, is available at the request of a local employing agency.
    
    A “local employing agency” is defined as a California public school district, county office of education, nonpublic, nonsectarian school and agency as defined in EC sections 56365 and 56366, charter school, or statewide agency.
    
    Educators cannot apply for the permit on their own. Instead, they must have an employing agency apply on their behalf.
    
    With this ETK Permit, applicants that meet the following additional requirements may serve as a lead teacher in a TK general education classroom.

    • Possess a baccalaureate or higher degree from a regionally accredited institution of higher education and hold a valid commission-issued child development (CD) permit at the teacher or higher level.
    • Satisfy the subject matter requirement by one of the following options (note the third option is only available starting on July 1, 2023):
      • Complete 24 semester units of coursework in CD or ECE at a regionally accredited institution of higher education (IHE).
      • Hold a baccalaureate or higher degree conferred by a regionally accredited IHE where the major is in CD, ECE, or a similar major (please note: a similar major must have a significant emphasis in early childhood or CD (birth to age five).
      • Commencing July 1, 2023, has three or more years of full-time lead- or primary-teaching experience in a TK setting, preschool-age early childhood, CD program, or a combination thereof. Experience may include teaching experience in a public or private preschool or TK setting, Head Start program, or state-funded preschool program.
        

    For more information regarding the ETK Permit, please visit the CTC Emergency Specialist Teaching Permit in Early Childhood Education (CL-909) .
    

15. As of 2025-26, local educational agencies must maintain an average of at least one adult for every 10 pupils for transitional kindergarten (TK) classrooms at each school site. If another adult is necessary to meet ratio requirements, would they need to meet any particular qualifications? (Updated 29-Jan-2026)

    California Education Code (EC) Section 48000(g)(2) states that commencing with the 2025–26 school year, districts must maintain an average of at least one adult for every 10 pupils for TK classrooms. Each classroom must include a first adult who meets the requirements of EC Section 48000(g)(4). Currently, statute does not specify qualifications or credentials of the other adults; however, the other adult must be at least 18 years of age, fingerprinted, and an employee of the school district. To ensure high-quality learning environments for all TK students, districts should consider employing adults from the following options to staff TK classrooms:
    1. Credentialed Teachers
    2. Assistant Teachers/Paraprofessionals
    3. Registered apprenticeships participants
    4. Any Classified School Employee Teacher Credentialing grant participant serving in any other role in the district who prefers to transfer to serving in a TK classroom
    5. Any teacher preparation candidate from any pathway seeking clinical practice experience
    6. Regional Occupational Programs/Home Economics and Related Occupations/Future Teachers/Dual Enrollment participants seeking practicum experience
    7. Holder of any level of the Child Development (CD) Permit or a candidate seeking practicum experience for a CD Permit

16. If a student’s Individualized Education Program (IEP) requires the student to receive specialized academic instruction (SAI), is the teacher who provides the SAI required to meet the additional requirements described in Education Code (EC) Section 48000(g)(4)? (Updated 29-Jan-2026)

    The teacher who provides a student with SAI pursuant to a student’s IEP does not need to meet the requirements of EC Section 48000(g)(4) as the teacher providing the SAI is not the teacher of record. Please see the Commission on Teacher Credentialing website on TK credentialing requirements for more details.

17. What are the requirements to teach a self-contained special education Transitional Kindergarten (TK) class? (Updated 29-Jan-2026)

    Any credential that allows the holder to teach kindergarten in a self-contained special education classroom is authorized to teach TK in a self-contained special education classroom provided that all students have a primary disability category and age range that aligns with the holder's credential authorization. The Commission on Teacher Credentialing Assignments Authorized by Special Education Authorizations Chart provides the Special Education Authorization Chart which outlines grade level authorizations and authorized disability categories.

18. Does a teacher holding the new PreKindergarten Through Third Grade (PK-3) Early Childhood Education (ECE) Specialist Instruction Credential allow that teacher to also meet the additional requirements of Education Code (EC) Section 48000(g)(4)? (Updated 29-Jan-2026)

    Yes, the PK-3 ECE Specialist Instruction Credential will authorize holders to teach all subjects in a self-contained general education classroom setting in preschool through grade three.

    The PK-3 ECE Specialist Instruction Credential meets the additional requirements of EC Section 48000(g)(4) of EC Section 48000(g)(4) in two ways:

    1. It meets EC Section 48000(g)(4)(A) which states that a teacher must have 24 units of ECE or child development (CD) units, or both. The PK-3 ECE Specialist Instruction Credential has 24 units of ECE or CD units within its subject matter competency.
    2. It also meets EC Section 48000(g)(4)(C) which states that a teacher must have either a CD teacher permit, or an ECE specialist credential, issued by the Commission on Teacher Credentialing (CTC). The PK-3 ECE Specialist Instruction Credential is an ECE specialist credential.
       

    For more information about the PK-3 ECE Specialist Instruction Credential, please visit the CTC web page at PK-3 ECE Specialist Instruction Credential .

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TK Admission and Enrollment

1. Who is age-eligible for transitional kindergarten (TK)? (Updated 29-Jan-2026)

   Starting in 2025–26, local educational agencies are required to make TK available to all children who will have their fourth birthday by September 1* of the school year.
   *Inclusive of this date

2. Must children attend transitional kindergarten (TK)? (Updated 26-Sep-2022)

   No. Children are not required to attend TK.

3. Is transitional kindergarten (TK) considered a separate grade level? (Updated 29-Jan-2026)

   With the expansion to include all children who are four years old by September 1 by the 2025–26 school year, children in TK are enrolled in a prekindergarten program, which is the first year of a two-year kindergarten program, as described in Education Code (EC) Section 48000 . Pursuant to EC Section 48000(f) , TK programs are intended to be aligned to the California Preschool/Transitional Kindergarten Learning Foundations developed by the California Department of Education, and not the kindergarten standards.
   
   While TK is the first year of a two-year kindergarten program and thus is not considered a separate grade level, EC Section 60900(d)(4)(A) requires that California Longitudinal Pupil Achievement Data System collect TK data as a separate grade level than kindergarten data to facilitate the reporting of TK student data.

4. Can students who are age-eligible for kindergarten attend transitional kindergarten (TK)? (Updated 29-Jan-2026)

   Please see Frequently Asked Question (FAQ) #6 under Admission Information on the California Department of Education (CDE) Kindergarten Frequently Asked Questions web page.

   Although this is a local decision, the CDE recommends that school districts and charter schools establish criteria to determine selection requirements for kindergarten age-eligible children who enroll in TK. Children who are age-eligible to attend kindergarten, but choose to enroll in TK will need a signed Kindergarten Continuance Form after completing one year of TK, verifying that the parent/guardian agrees to have their child continue in kindergarten for one additional year. A sample form, in English and other languages, is available.
   
   Kindergarten Continuance Form (English)(PDF)
   
   Please see FAQ #6 under Funding and Reporting Information on the CDE Transitional Kindergarten FAQs web page for information about the apportionment significant requirements for TK and kindergarten students.

5. Are there immunization requirements for transitional kindergarten (TK) school entry? (Updated 29-Jan-2026)

   Yes, certain immunizations are required for school entry based on the age of the child. The list of required immunizations can be found at the California Department of Public Health’s web page on Shots Required for TK-12th Grade . In California, children must receive specific immunizations for school entry. Schools are responsible for enforcing these requirements, maintaining immunization records for all enrolled children, and submitting records.

6. What are the immunization requirements for a student enrolled in transitional kindergarten (TK)? (Updated 29-Jan-2026)

   Please see the California Department of Public Health, Immunization Branch: Transitional Kindergarten FAQs web page for more information.

7. Are waiting lists allowed for transitional kindergarten (TK) classes? (Updated 29-Jan-2026)

   No, all school districts are required to provide TK to age-eligible children, according to the mandated implementation schedule as found in Education Code (EC) Section 48000(c)(1) .

   • Although demographics and class size restrictions may prevent parents or guardians from enrolling their children in their neighborhood or other specific school within a school district, no age-eligible child may be denied access to TK by being placed on a waiting list, similar to any grade level. While local education officials may need a day or two to identify an available TK classroom, the district must provide the name(s) of available schools with a TK classroom. Parents or guardians may discuss school choice options with district officials.
   • Note: Children are not required to attend kindergarten or TK, however in California, children are subject to compulsory full-time education beginning at age six (EC Section 48200) . Lastly, every county office of education, district, and charter school governing board is required to have established local complaint policies that describe the procedures that must be followed to resolve complaints. Copies of complaint policies and procedures are available at the local educational agency site. Complaints about TK against a district, school, principal, teacher, or school personnel are not within the jurisdiction of the California Department of Education. Each local district governing board has the ultimate authority over general education processes.

8. After a child completes a year of transitional kindergarten (TK) and is 5 years old, can the parent choose to have their child skip kindergarten and enter first grade? (Updated 29-Jan-2026)

   • There is no requirement that a student first complete a year of TK or kindergarten before enrolling in first grade. However, California law requires a child to be six years old on or before September 1 to be legally eligible for first grade (Education Code (EC) Section 48010). If a child is not six years old by this date, they may be admitted to the first grade pursuant to EC Section 48011, if the child has completed one year of kindergarten or, in some cases, has attended some kindergarten. Please note that a year of TK is not equivalent to a year of kindergarten, for purposes of EC Section 48011.
   • To find more information regarding these requirements and the enrollment process for an age-ineligible student, visit the California Department of Education Kindergarten in California web page.
     

9. Are transitional kindergarten (TK) students required to complete the entire two-year program? (Updated 29-Jan-2026)

   There is no requirement that a student first complete a year of TK or kindergarten before enrolling in first grade. However, California law requires a child to be six years old on or before September 1 to be legally eligible for first grade, pursuant to Education Code (EC) Section 48010. If a child is not six years old by this date, they may be admitted to the first grade pursuant to EC Section 48011, if the child has completed one year of kindergarten or, in some cases, has attended some kindergarten. Please note that a year of TK is not equivalent to a year of kindergarten, for purposes of EC Section 48011.

   State law requires every school district to have a written pupil promotion and retention policy approved by the district's governing board, consistent with EC Section 48070.5(b) .

10. Is a Kindergarten Continuance Form needed to continue a child from transitional kindergarten (TK) to kindergarten? (Updated 27-May-2022)

    Children who are enrolled in TK do not need a signed Kindergarten Continuance Form to continue into kindergarten. However, if a child is age-eligible to attend kindergarten and chooses to enroll in TK, then they will need a signed Kindergarten Continuance Form.

11. Can an age-eligible student who is not toilet trained be enrolled into transitional kindergarten (TK)? (Updated 15-Dec-2022)

    A school district, county office of education, or charter school must offer TK and kindergarten classes for all age-eligible children to attend, regardless of their toilet training status. Local educational agencies can decide how to address the needs of a non-toilet-trained age-eligible TK student to ensure they are able to attend TK and kindergarten classes. If the child has an individualized education program (IEP), accommodations should be addressed in the IEP meeting.

12. Can a local educational agency (LEA) disenroll, suspend or expel a child from transitional kindergarten (TK) due to behavior issues? (Updated 29-Jan-2026)

    The extent to which an LEA may disenroll, suspend or expel a child from TK does not change because a student is enrolled in TK; an LEA must follow the same laws, policies and procedures it follows for kindergarten students, including for eligible students with disabilities.
    
    In 2013, the Legislature approved Assembly Bill 420 which amended Education Code (EC) Section 48900 prohibiting suspensions on willful defiance or disruption grounds for students in grades kindergarten through three. According to data collected by the California Department of Education (CDE), suspensions for willful defiance significantly decreased upon passage of this measure. In 2019, the Legislature extended this prohibition in EC sections 48900 and 48901.1 to students in grades four through eight through Senate Bill 419 . More information on State Guidance for Discipline can be found at the CDE State Guidance for New Laws on Discipline - Letters web page.
    
    As a reminder, the requirements for suspension and expulsion of a child enrolled in California State Preschool Program differ from TK. For more information, please visit CDE Management Bulletin 23-08.
    

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TK Curriculum and Assessment

1. What is the curriculum for transitional kindergarten (TK)? (Updated 29-Jan-2026)

   California Education Code (EC) Section 48000 defines TK as the first year of a two-year kindergarten program that uses a curriculum that is age and developmentally appropriate and based on California Preschool/Transitional Kindergarten Learning Foundations (PTKLF) and California Preschool Curriculum Frameworks. While no state curriculum is mandated, pursuant to EC Section 48000(f) , TK programs are intended to be aligned to the California PTKLF developed by the CDE.
   
   As TK expands to serve younger four-year-old children, it is imperative that programs offer developmentally informed educational opportunities by ensuring their curriculum is aligned to the PTKLF.

2. Are there assessments required in transitional kindergarten (TK)? (Updated 29-Jan-2026)

   Beginning in school year 2024–25, all three, four, and five-year-old students with an individualized education program (IEP) or individualized family service plan (IFSP) served by a local educational agency (LEA) must have the Desired Results Developmental Profile (DRDP) completed regardless of the student’s setting.
   
   For more information, visit the California Department of Education (CDE) DRDP Administration FAQs web page. If you have any questions regarding this subject, please contact the Special Education Division, Early Childhood Support Unit by email at ECSU@cde.ca.gov.
   

   Currently, TK students without IEPs are not required to use specific assessment tools unless the TK students are enrolled in a combination California State Preschool Program (CSPP) and TK classroom, although best practice would include utilizing assessments to understand and intentionally support children’s development of key skills like math, language, literacy, and social-emotional skills (such as the DRDP).

   • Pursuant to Education Code (EC) Section 48000(d) , TK programs must be age and developmentally appropriate. Therefore, it is incumbent upon LEAs to ensure that developmentally informed practices, curricula, and assessments are used in these classrooms. At this time, the CDE does not have any specific recommendations for direct assessments of children’s skills; however, the CDE still encourages the use of screening and assessment tools if they are linguistically and culturally appropriate. For more information on assessment selection, visit the CDE Guidance for Universal PreKindergarten Curriculum and Assessment Selection.
   • If an LEA has a CSPP and TK combo class, the LEA will be required to use the DRDP assessment to measure the development of children enrolled in CSPP, along with other program requirements as specified in EC Section 48000(h) . Also, CSPP and TK combo classes are required to use the Classroom Assessment Scoring System (CLASS) tools in accordance with CDE Management Bulletin 23-10.
   • Standalone TK classrooms are not required to use the CLASS Observation Tool and CLASS Environment. LEAs may choose to utilize classroom observation tools like the CLASS to support responsive interactions and relationships between TK teachers and students and to support developmentally informed instruction. However, as set forth above, LEAs that have CSPP and TK combo classes are required to use CLASS tools.

3. Is the Initial English Language Proficiency Assessments for California (ELPAC) required for transitional kindergarten (TK) students? (Updated 29-Jan-2026)

   No, on June 14, 2024, the Governor signed into law Assembly Bill (AB) 2268 (Chapter 15, Statutes of 2024) . AB 2268 amends California Education Code EC Section 60810(b) to exempt TK students from both the Initial ELPAC or the Alternative ELPAC and the summative ELPAC or/Alternate ELPAC.
   
   Recognizing the importance of early identification and support for multilingual learners, the California State Legislature adopted EC Section 48004 in 2025, which directed the California Department of Education (CDE) to select a list of developmentally appropriate screening instruments for TK students who may be multilingual learners. The bill allocated $10 million dollars to the CDE to select and provide screeners and related training to districts and charters at no additional cost to local educational agencies.
   
   Starting in the 2027–28 school year, districts and charters will be required to administer the new screener to all Universal Transitional Kindergarten students whose primary language is a language other than English, based on responses to the Home Language Survey. This screener must be conducted within 30 days of enrollment in a TK program.
   
   In the interim, districts and charters may continue to use locally available age and developmentally appropriate assessments and benchmarks to obtain information on student’s English proficiency.
   
   Please visit the CDE Dual Language Learner (DLL) Support web page and the CDE Interim Guidance on Transitional Kindergarten Students and English Language Proficiency Testing letter for more information. Please contact the Multilingual Services Division at MSD@cde.ca.gov with any questions about multilingual learner screening
   

4. Will transitional kindergarten (TK) classrooms be required to use the Classroom Assessment Scoring System (CLASS)? (Updated 23-Jan-2025)

   Standalone TK classrooms are not required to use CLASS Observational Tool and CLASS Environment. Local educational agencies may choose to utilize classroom observation tools like the CLASS to support nurturing relationships between TK teachers and students and developmentally-informed instruction; however, LEAs that place children enrolled in a California State Preschool Program and TK combination classroom are required to use the CLASS and CLASS Environment Tool in accordance with the California Department of Education (CDE) Management Bulletin 23-10, which provides that CLASS went into effect on July 1, 2024. For further information, visit the CDE Classroom Assessment Resources web page.

5. Are there required instructional minutes for transitional kindergarten (TK) in the areas of physical education (PE), English language arts (ELA) and math? (Posted 19-Oct-2022)

   While there are total instructional minute requirements applicable to TK, there are no required instructional minutes for TK in the areas of PE, ELA, or math.
   

6. Are there required instructional minutes for transitional kindergarten (TK) in the areas of English language development (ELD)? (Updated 29-Jan-2026)

   There is no minimum requirement for minutes of ELD for TK. The time allotted should be appropriate for meeting the needs of the child based on their English proficiency level (English Language Proficiency Assessments for California score 1–4) that goes for both designated and integrated ELD. If you have further questions regarding ELD in TK, please contact the Multilingual Support Division, whose contact information can be found at the California Department of Education Multilingual Support Division web page.

7. As part of UPK expansion, how are the California Preschool Learning Foundations being updated? (Updated 20-Sep-2024)

   The California Preschool Learning Foundations were published in 2008. The revised Preschool Transitional Kindergarten Learning Foundations (PTKLF)released in 2024:

   • Describe the development of three- to five-and-a-half-year-old children in center-based, home-based, and transitional kindergarten (TK) settings across nine (9) domains of learning, adding a new domain of Approaches to Learning,
   • Reflect recent research with more culturally and linguistically responsive examples,
   • Extend to third grade (Preschool through Third Grade Learning Progressions) in five (5) domains
   • Provide a bridge and developmentally informed examples from preschool to the kindergarten through third grade standards

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TK Program Information

1. What is transitional kindergarten (TK)? (Updated 29-Jan-2026)

   • The Kindergarten Readiness Act of 2010 created TK, the first year of a two-year kindergarten experience, which initially was available for students born between September and December. The Act also gradually changed the kindergarten entry date from December 2 to September 1, so all children would enter kindergarten at age five by 2014. This historic legislation meant that more than 120,000 children would have access to an additional year of high-quality early learning and, as a result, be better prepared to succeed in kindergarten and beyond.
   • In 2021, legislation was passed that requires any school district operating a kindergarten to also provide a TK program for all children who turn four years old by September 1 by the year 2025–26. TK uses a curriculum that is age and developmentally appropriate and based on the California Department of Education (CDE) California Preschool/Transitional Kindergarten Learning Foundations and California Preschool Curriculum Frameworks.
   • Please refer to the first question in the CDE Universal Prekindergarten FAQs web page of the TK Admission and Enrollment section for TK age eligibility.

2. What does Universal Transitional Kindergarten (UTK) mean? (Updated 29-Jan-2026)

   Education Code Section 48000(c) requires any school district operating a kindergarten to also provide a transitional kindergarten (TK) program for all four-year-old children by 2025–26. UTK or universally available TK means that every child whose fourth birthday occurs by September 1 will have access to TK at a school district as a quality learning experience the year before kindergarten, regardless of background, race, zip code, immigration status, or income level. Please refer to the first question in the California Department of Education Universal Prekindergarten FAQs web page of the TK Admission and Enrollment section for TK age eligibility.

3. Is a school district required to offer transitional kindergarten (TK) and kindergarten programs? (Updated 20-Nov-2025)

   A school district or county office of education operating a kindergarten program must offer TK for age-eligible children to attend (California Education Code sections 48000[d], [e]). However, not every school site in a school district is required to offer TK. No age-eligible child may be denied access to TK by being placed on a waiting list (EC Section 48000[c][1][G]).

   For purposes of this requirement, “a school district” includes all districts offering kindergarten, whether they receive apportionment through the Local Control Funding Formula or fund their operations through local property tax revenue as basic aid districts.

   The California Department of Education (CDE) strongly encourages local educational agencies (LEAs) to offer TK at all elementary school sites, with particular focus on neighborhoods where children are most in need of access to preschool education. Additionally, in high-impact neighborhoods, the CDE strongly encourages LEAs to consider pairing TK programs with access to Head Start and California State Preschool Programs (CSPP) for age- and income-eligible three- and four-year-old children to further bolster program quality, either through the LEA’s own Head Start or CSPP program or via a contract partnership with a community-based organization that administers a Head Start or CSPP program.

4. Can transitional kindergarten (TK) and kindergarten students be enrolled in the same classroom? (Updated 29-Jan-2026)

   Although the intent of the law is to provide separate and unique experiences for TK and kindergarten students, local educational agencies (LEAs) have flexibility to determine how best to meet the curricular needs of each child. Pursuant to Education Code (EC) Section 48000(f) , TK programs are intended to be aligned to the California Preschool/Transitional Kindergarten Learning Foundations developed by the California Department of Education.

5. What type of facility should be used for transitional kindergarten (TK)? (Updated 29-Jan-2026)

   • Facility requirements for TK are the same as the requirements for kindergarten.
     • Unless exempted pursuant to Title 5 Regulation Section 14030(r), 5 California Code of Regulations (CCR) Section 14030(h) requires that newly-constructed kindergarten classrooms meet Title 5, California Code of Regulations
   • The state has established TK/Kindergarten as a two year/single grade program. To that end, the classroom sizes should be comparable to each other, which allows greater flexibility as enrollment changes.
   • Facilities funding specific to the TK implementation is available. Local educational agencies can find information about applying for the California State Preschool, transitional, kindergarten and Full-Day Kindergarten Facilities Grant Program Funding by contacting the Department of General Services, Office of Public School Construction
     • Under this Program the same regulations cited above would apply.

6. Are the Williams requirements the same for transitional kindergarten (TK) and kindergarten? (Updated 27-May-2022)

   Yes, the Williams requirements are the same for both TK and kindergarten.
   For more information please visit the Williams Case.
   

7. How are the needs of English learners addressed in transitional kindergarten (TK)? (Updated 29-Jan-2026)

   Just as for English learners in kindergarten, local educational agencies have a legal obligation to English learners in TK: first, to provide a program designed to overcome language barriers, and second to provide meaningful access to the core curriculum (Castañeda v. Pickard 648 F. 2d 989, [5th Cir. 1981]).
   

8. Are parents of English learners required to fill out waivers to enroll their child in a language acquisition program? (Updated 29-Jan-2026)

   No. The requirement that English learners waive placement in an English classroom was repealed. (Education Code sections 310, 311.)
   For more information, visit the California Department of Education CA Education for a Global Economy Initiative web page.
   

9. Is transportation required for transitional kindergarten (TK) students? (Updated 29-Jan-2026)

   No. Currently, providing transportation is up to each local educational agency per California Education Code Section 39800, and is only required for special education students, if identified as a related service in their Individualized Educational Program. For more information on transportation, please visit the California Department of Education Transportation web page.
   

10. What are the fees for transportation to and from school for our part-day transitional kindergarten (TK) programs? (Posted 19-Oct-2022

    Providing transportation is a local decision and local educational agencies (LEAs) are legally permitted to charge fees for transportation they provide. However, LEAs are limited, pursuant to California Education Code Section 39807.5, in what they can charge.
    

11. Do charters have to offer transitional kindergarten (TK)? (Posted 21-Jul-2022)

    No. Charter schools are not required to offer TK. The California Department of Education’s position was previously expressed differently.

12. Can a charter school offer transitional kindergarten (TK) as part of an independent study program? (Updated 29-Jan-2026)

    Yes. However, the independent study program that the local educational agency is providing would have to meet the requirements of independent study in order to be eligible for funding (Article 5.5 of Chapter 5 of Part 28 of the Education Code (EC), commencing with EC Section 51745).
    

13. Can transitional kindergarten (TK) be offered as a combination (hybrid) in-person or independent study option? (Updated 21-Jul-2022)

    Yes. While students may participate in a TK program in which the student attends part of the day or week in-person and part of the day or week in independent study, the attendance accounting and instructional time requirements for both methods of instruction would have to be met in order to generate attendance for apportionment.

    Note that the attendance accounting and instructional time requirements are extremely nuanced and failure to meet the requirements carry severe fiscal penalties. For more information regarding the attendance accounting and instructional time requirements for TK, please contact the Attendance Accounting Office at ATTENDANCEACCOUNTING@CDE.CA.GOV.

14. What rights does a parent of an eligible child with a disability who is in transitional kindergarten (TK) have when they disagree with the local educational agency regarding the identification, assessment, educational placement, or the provision of a free appropriate public education to the child? (Updated 29-Jan-2026)

    A parent of an eligible child with a disability who is in TK holds the same rights as a parent of an eligible child with a disability who is in kindergarten. That is, under special education laws, parents of an eligible child with a disability who is in TK or kindergarten have the same educational rights called procedural safeguards. For a link to the Notice of Procedural Safeguards, please visit the following California Department of Education Quality Assurance Process and California Parent Organizations web pages.

    Inquiries regarding special education may be sent to ECSU@cde.ca.gov.

15. Are local educational agencies (LEAs), including charter schools, responsible for providing special education and related services to four-year-old children with disabilities? (Updated 29-Jan-2026)

    Under the Individuals with Disabilities Education Act and its implementing regulations, the California Education Code (EC) and the California Code of Regulations, an LEA is required to provide an eligible child with a disability a free appropriate public education (FAPE). A FAPE means special education and related services that are available to an eligible child with a disability at no charge to the parent or guardian that meet the state educational standards and provides what is set out in the child’s individualized education program (IEP). The IEP includes the child’s educational placement, which is an individualized determination made by the child’s IEP team. For a four-year-old eligible child with a disability, such a placement might include, but is not limited to California State Preschool Program (LEA or community-based organization), Head Start (LEA or community-based organization), or transitional kindergarten.

    According to EC Section 56026.3 “Local educational agency” means a school district, a county office of education, a nonprofit charter school participating as a member of a special education local plan area, or a special education local plan area.

    EC Section 56145 states: “Individuals with exceptional needs attending charter schools pursuant to Part 26.8 (commencing with Section 47600) shall be served in the same manner as individuals with exceptional needs served in other public schools.” Special education inquiries can be sent to ECSU@cde.ca.gov.
    

16. How is the California Department of Education (CDE) supporting inclusive practices, particularly supports for challenging behaviors in Universal PreKindergarten (UPK)? (Updated 29-Jan-2026)

    • The revision of the California Preschool/Transitional Kindergarten Learning Foundations, as well as the CDE's Preschool through Third Grade Alignment Initiative, seeks to address the potential for inequities, address bias, and promote equitable opportunity for all children.
    • California has made significant strides by adopting legislation which sets forth specific steps that must be taken when a child exhibits serious challenging behaviors before a California State Preschool Program (CSPP) can expel or disenroll a child. For more information, please visit the CDE Management Bulletin 23-08.
    • The Impact Inclusion Workgroup has created a CDE Inclusive Early Education Resources web page that includes many different topics related to inclusion such as screenings, universal design for learning, pyramid model and teaching pyramid, individualized education program information.

    • The Inclusive Early Education Expansion Program provides funding to increase access to inclusive early learning and care programs for children with disabilities, including children with severe disabilities.
    • To support local educational agency (LEA) leaders in implementing UPK, particularly with regard to early education concepts, agencies, and structures, the CDE has developed Guidance for the California PreKindergarten Planning and Implementation Grant Program. This guidance is meant to support LEAs in the development of their UPK Plan. The guidance document can be found at the following link:
      • Universal PreKindergarten Planning and Implementation Guidance Volume 1 (DOCX)
      • Universal PreKindergarten Planning and Implementation Guidance Volume 2 (DOCX)
    • The Management Bulletin 23–08 provides guidance on preventing suspension and expulsion in the CSPP. For more information, please visit Management Bulletin 23-08.

17. Can the same federal funding source (Title 1, Title III, Economic Impact Aid, etc.) used for kindergarten be used for transitional kindergarten (TK) students who start school at the beginning of the school year and who turn five years of age after the applicable TK eligibility cut-off date (listed below)? (Updated 29-Jan-2026)

    Yes. The same funding source and compliance requirements associated with kindergarten apply to TK as long as the activity is properly identified as a need, and referenced and evaluated in the Single Plan for Student Achievement and/or local educational agency (LEA) plan.

    • Starting in 2025–26, LEAs are required to make TK available to all children who will have their fourth birthday by September 1* of the school year.
    • *Inclusive of this date
    • Starting in 2025–26, LEAs are required to make TK available to all children who will have their fourth birthday by September 1* of the school year.

    • *Inclusive of this date

18. Are transitional kindergarten (TK) programs included in a review when the California Department of Education (CDE) performs a Federal Program Monitoring (FPM) review of a local educational agency (LEA)? (Updated 29-Jan-2026)

    TK will be monitored in the same way that kindergarten through twelfth grade is monitored. If the LEA operating a TK program was identified for a FPM review, the CDE, as part of that review, would determine whether the LEA follows state TK program requirements.

19. Can a local educational agency (LEA) offer transitional kindergarten (TK) at a satellite facility? (Updated 29-Jan-2026)

    The rules pertaining to facilities with respect to TK are the same as they are for kindergarten through twelfth grade ( K-12). LEAs may operate a TK program at a satellite facility, however, all laws and regulations that apply to the program housed at an LEA’s school site must also be met for the satellite facility. Below is a list of applicable requirements to an LEA’s TK program housed at a satellite facility:

    • The teacher and second and third adult are employees of the school district
    • All required conditions of apportionment as described in Education Code (EC) Section 48000 (such as, class size max, ratio, teacher requirements, and so on)
    • Instructional time or average daily attendance requirements (such as, minimum day, supervision, and so on)
    • The satellite facility is located in a school building approved by the Division of the State Architect as meeting all Field Act requirements as defined by EC Section 17283
    • The location of the facility meets the school site selection requirements outlined in California Code of Regulations (CCR), Title 5, Section 14010
    • The facility is maintained in good repair as defined by EC Section 17002 , subject to a yearly facility inspection pursuant to EC Section 1240 , and the information is included on the LEA’s School Accountability Report Card
    • The TK facility classroom must meet all other Title 5 regulations applicable to LEA sites, including but not limited to, CCR, Title 5, Section 14030(h)(2) (kindergarten requirements).

    The learning environment in the satellite facility should be comparable to other learning environments in the district. If LEAs have questions about facilities, please contact your School Facilities and Transportation Services Division field consultant at School Facilities Staff. Title 5 Regulations can be found at the CDE Title 5, California Code of Regulations . More information about the Field Act can be found in EC Sections 17280 - 17316 (Field Act; K-12) at the Department of General Services Division of the State Architect website (see tab: Impact of the Field Act).

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