In 2021, Governor Newsom signed Assembly Bill (AB) 130 allowing four years for the gradual expansion of Transitional Kindergarten (TK) programming in public schools across California. Now, with the 2025-26 school year looming near, Districts across the state must be fully prepared to accept all four-year old TK applicants, ideally providing facilities where early childhood learners enjoy success.

Recognizing Challenges    

As noted in a recent article on LAist, concerns about the requisite, fast-impending changes are widespread. The challenges California Districts face in adding TK are very real and range from facilities to funding. Not only are many classrooms generally outdated, they may not meet the Title 5 Regulations for Kindergarten (and subsequently TK) Facilities recommended by the California Department of Education. While no statute mandates Districts meet these standards, they do become requirements when a District applies for State funding.

Districts hoping to leverage funding from Proposition 2, the State Public Education Facilities Bond Measure, may have an opportunity to vie for a portion of $8.5 billion (of the $10 billion bond) to improve their TK-12 school facilities. However, first the bond must pass in the November 2024 general election. Then, Districts will have to apply for funding, which could take years to receive and may be a fraction of what is required to provide the necessary TK/K facilities. Ultimately, Districts that have bond monies readily available or will have a bond on the ballot in November’s election are ideally suited to move forward on their capital improvement projects.

In addition to overall facilities and funding concerns, time is a serious factor to consider. With less than a year to go until the 2025-26 school year begins, Districts hoping to improve their TK/K facilities need to identify their options, understanding that design, Division of State Architect (DSA) approval, permitting and construction is a lengthy and involved process. While it is possible to accomplish improvements in a year, it’s neither easy nor common. Added complexities include the fact that some of the supply chain constraints that began during the pandemic still exist today. Electrical and HVAC equipment appear to be most impacted, so these could affect project scope, schedule and budget.

Building Success

Despite these challenges, any District intent on adapting facilities for TK can take heart: there are options to consider. First and foremost, like any project, it is important to maintain a holistic view, while following these steps to determine the best approach:

• Examine enrollment to determine if TK can be housed at one or a few elementary schools or should be made available District-wide.
• Evaluate each campus, understanding that the levels of work required at each might vary.
• Determine construction requirements accordingly, identifying whether (and where) classroom upgrades will suffice or if new buildings are necessary.

Once a TK implementation plan has been outlined, weigh it against the timelines below. These illustrate our experience with two common and varying types of school construction that have proven ideal for TK/K projects – a quick-turn modernization and full-scale, new construction. Just remember: while each project is unique and myriad options exist, these alternatives are designed to assist in setting expectations and putting potential TK projects on a path to success.