Abstract
Problem. With California having the highest number of ELLs in America, it is critical to understand outcomes of state-mandated transitional kindergarten on English language development as measured by the CELDT and the challenges that still lie ahead. Purpose. The purpose of the study was to benefit decision makers to determine whether students who have been in the Transitional Kindergarten TK program show higher test scores on the California English Language Development Test (CELDT) than those students who did not have that extra year of kindergarten. The CELDT determines the English proficiency level of students who are English learners. The domains measured by the CELDT are listening, speaking, reading, and writing. Methodology. The researcher used ex post facto research. The sample population consisted of 818 kindergarten students' test scores. The students were from one school district in Riverside County. The researcher compiled data from the results of the CELDT test scores and analyzed the data using a t test to determine whether there was a significant difference between the two cohorts of students within the domains of listening, speaking, reading, and writing in the CELDT. Findings. There was a significant difference in all the domains of the CELDT with the most prominent difference being in writing and reading. Longitudinal data from 2 years were also proven to show a significant difference. Conclusions. This research shows highly significant differences within all domains of the CELDT for ELL students in the TK program. Decision makers continue to have an enormous responsibility ahead; therefore, continuance of the program could prove to help ELLs with their struggles and the rigor of elementary school. The TK program helps equalize the playing field for ELLs, but it is hardly enough when looking to the future and all of the educational possibilities ahead. Recommendations. Continue TK with a longitudinal study. Investigate the perceptions of decision makers, parents, administrators, and educators of the TK program. Examine CELDT alignment with common core testing results once students are in third grade. Complete a detailed reliability and validity of the CELDT now that much younger students are entering elementary school.