Academic and school adjustment outcomes following placement in a developmental first-grade program

The author examined the effectiveness of a developmental 1st-grade transition program by following the progress from kindergarten through 3rd grade of 34 children placed in a transition room program and 37 transition-room eligible (but not placed) children. The children were followed through the end of 3rd grade. The instructional context of the transition room was documented, and outcome measures included academic achievement (assessed through standardized achievement tests and teacher ratings), special education, and grade retention placements, social skills, behavior problems, and parent involvement. By the end of the study, children in the transition room program showed some academic and socioemotional advantages over their recommended-but-not-enrolled peers. However, effect sizes declined in magnitude as the study progressed. Thus, it is not clear that the findings support the transition room policy, particularly in light of serious cautions in the literature about the assumptions that lead to extra-year school policies for young children.