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\nAcknowledgments  \nThe authors thank the California Department of Education for sharing data and reviewing this report. We also thank our Learning Policy Institute (LPI) colleagues Linda Darling-Hammond, Stacy Loewe, Hanna Melnick, and Marjorie Wechsler for their contributions, insights, and review. In addition, we thank the members of the LPI Communications team for their invaluable support in designing, producing, and disseminating this report.  \nThis research was supported by the Ballmer Group, Heising-Simons Foundation, and Kelson Foundation. Additional core operating support for LPI is provided by the William and Flora Hewlett Foundation, Raikes Foundation, the Sandler Foundation, the Skyline Foundation, and MacKenzie Scott. The author is grateful to them for their generous support. The ideas voiced here are those of the author and not those of funders.  \nExternal Reviewers  \nThis report benefited from the insights and expertise of two external reviewers: Laura Hill, Policy Director and Senior Fellow at the Public Policy Institute of California, and Philip A. Fisher, Director at the Stanford Center on Early Childhood. We thank them for the care and attention they gave the report.  \nSuggested citation: Wang, V. (2026) . California’s universal prekindergarten implementation, 2024–25. Learning Policy Institute.  \n[https://doi.org/10.54300/540.887](https://doi.org/10.54300/540.887)  \nThis report can be found online at [https://learningpolicyinstitute.org/product/ca-universal-prekindergarten](https://learningpolicyinstitute.org/product/ca-universal-prekindergarten)implementation-2024-25 .  \nThis work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit [http://creativecommons.org/licenses/by-nc/4.0/](http://creativecommons.org/licenses/by-nc/4.0/).  \nDocument last revised May 15, 2026  \nTable of Contents  \nExecutive Summary.......................................................................................................................................... iv  \nIntroduction ........................................................................................................................................................1  \nTransitional Kindergarten Implementation ...................................................................................................3  \nTK Service Delivery Models..................................................................................................................... 5  \nTK Facilities .............................................................................................................................................. 9  \nTK Instruction and Assessment............................................................................................................ 10  \nSupporting Student Needs in TK .......................................................................................................... 15  \nStaffing TK Classrooms ......................................................................................................................... 17  \nProfessional Development for TK Teachers ......................................................................................... 20  \nUniversal Prekindergarten Implementation in Local Education Agencies ............................................ 24  \nUPK Service Delivery Models ................................................................................................................ 24  \nUPK Staffing ........................................................................................................................................... 27  \nProfessional Development for School Leaders .................................................................................... 29  \nChallenges and Technical Assistance Needs ........................................","cbCaipiQGGpYPizL","https://ap.wps.com/l/cbCaipiQGGpYPizL","pdf",2303835,51,"English","# Executive Summary\n# Introduction\n# Transitional Kindergarten Implementation\n## TK Service Delivery Models\n## TK Facilities\n## TK Instruction and Assessment\n## Supporting Student Needs in TK\n## Staffing TK Classrooms\n## Professional Development for TK Teachers\n# Universal Prekindergarten Implementation in Local Education Agencies\n## UPK Service Delivery Models\n## UPK Staffing\n## Professional Development for School Leaders\n## Challenges and Technical Assistance Needs\n# Implications and Conclusion\n# Endnotes\n# About the Author","[{\"question\":\"What scope does the report cover for California’s prekindergarten programs in 2024–25?\",\"answer\":\"It addresses transitional kindergarten and universal prekindergarten implementation across local education agencies, including program models, operational components, staffing needs, and professional development requirements.\"},{\"question\":\"Which implementation elements are covered for transitional kindergarten?\",\"answer\":\"The report includes service delivery models, facilities, instruction and assessment, support for student needs, staffing for TK classrooms, and professional development for TK teachers.\"},{\"question\":\"How does the report handle the operational and support challenges for universal prekindergarten?\",\"answer\":\"It discusses UPK staffing and service delivery models and outlines challenges alongside the technical assistance needs to support implementation.\"}]","California’s Universal Prekindergarten Implementation, 2024–25 | PDF",1792054367,129]