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Washington State Institute for Public Policy
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Transition programs for incoming kindergarteners

Pre-K to 12 Education
  Literature review updated March 2018.
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Transition programs for incoming kindergarteners provide support to at-risk students and their caregivers in order to enhance school readiness, improve academic and social skills, and increase caregiver involvement in school. In the program included in this analysis (Kids in Transition to School [KITS]), students attend 24 structured group sessions over two months in the summer prior to kindergarten entry and two months in the fall after school begins. The sessions focus on early literacy, prosocial skills, and self-regulation. In addition, caregivers attend 12 workshops with a focus on parenting skills, behavior management, and strategies to help their student develop literacy skills and consistent academic routines.
 
ALL
META-ANALYSIS
CITATIONS

Meta-analysis is a statistical method to combine the results from separate studies on a program, policy, or topic in order to estimate its effect on an outcome. WSIPP systematically evaluates all credible evaluations we can locate on each topic. The outcomes measured are the types of program impacts that were measured in the research literature (for example, crime or educational attainment). Treatment N represents the total number of individuals or units in the treatment group across the included studies.

An effect size (ES) is a standard metric that summarizes the degree to which a program or policy affects a measured outcome. If the effect size is positive, the outcome increases. If the effect size is negative, the outcome decreases. See Estimating Program Effects Using Effect Sizes for additional information.

Adjusted effect sizes are used to calculate the benefits from our benefit cost model. WSIPP may adjust effect sizes based on methodological characteristics of the study. For example, we may adjust effect sizes when a study has a weak research design or when the program developer is involved in the research. The magnitude of these adjustments varies depending on the topic area.

WSIPP may also adjust the second ES measurement. Research shows the magnitude of some effect sizes decrease over time. For those effect sizes, we estimate outcome-based adjustments which we apply between the first time ES is estimated and the second time ES is estimated. We also report the unadjusted effect size to show the effect sizes before any adjustments have been made. More details about these adjustments can be found in our Technical Documentation.

Meta-Analysis of Program Effects
Outcomes measured No. of effect sizes Treatment N Adjusted effect size(ES) and standard error(SE) Unadjusted effect size (random effects model)
ES SE Age ES p-value
Test scores
Standardized, validated tests of academic achievement.
5 1 102 0.052 0.215 5 0.122 0.570
Externalizing behavior symptoms
Symptoms of externalizing behavior (e.g., aggressive, hostile, or disruptive behavior) measured on a validated scale.
 5 1 102 -0.094 0.282 6 -0.218 0.440

Citations Used in the Meta-Analysis

Pears, K.C., Kim, H.K., & Fisher, P.A. (2012). Effects of a school readiness intervention for children in foster care on oppositional and aggressive behaviors in kindergarten. Children and Youth Services Review, 34(12), 2361-2366.

Pears, K.C., Fisher, P.A., Kim, H.K., Bruce, J., Healey, C.V., & Yoerger, K. (2013). Immediate effects of a school readiness intervention for children in foster care. Early Education & Development, 24(6), 771-791.