An analysis of academic factors associated with a transition program integrated with first grade

Transition programs were created for kindergarten students who are not developmentally ready for the curriculum and increased structure of the first grade. After a transition year, students are placed in a regular first grade program. This study presents findings from one school that integrates transition students with first grade students. These transition students were compared with a previous transition class that was homogeneous and with a group of students who were recommended for transition but due to budget cuts were not placed. Academic and special education data were collected from the cumulative records of forty- eight students who were recommended for transition. This study found no significant differences in these three groups of students (N = 48) in achievement, number of referrals for special education, or special education placement (p >.05).