Early Edge Events
The Public TK and Preschool Payoff: How Complementary Investments Shape Student Success
Thursday, October 22, 2026 at 10:30am
Hosted by Early Edge California, the Learning Policy Institute, and UC Berkeley Equity and Excellence in Early Childhood (E3C).
Last fall, California crossed a milestone: for the first time, every 4-year-old in the state became eligible to attend Transitional Kindergarten (TK), a school-based preschool program. As the state makes this historic investment, policymakers want to know: Will it pay off?
In this briefing, researchers from UC Berkeley will provide key insights into this question, sharing compelling findings from their upcoming brief on TK’s initial years. There are two central themes:
- California’s investments in early learning boosted student achievement remarkably, reducing longstanding achievement gaps in 3rd grade.
- The gains from public preschool depend on complementary investments in the years before and after TK. Gains were largest for children who additionally attended the California State Preschool Program as 3-year-olds, as well as for children who attended better resourced elementary schools. However, not all children benefited equally.
Panelists will discuss implications for how to ensure all students thrive.
This event is designed for California state legislators and staff, state administrators, education advocates, and others working to improve children’s academic and life success.
Speakers
Patricia Lozano, Early Edge California
Patricia Lozano is the Executive Director of Early Edge California and an Early Learning expert with over 25 years of experience. A champion for children, she has been instrumental in advancing California’s Universal Transitional Kindergarten program, which now provides free preschool for all four-year-olds, and led the passage of landmark legislation to support Dual Language Learners.
Professor Rucker C. Johnson, University of California-Berkeley
Rucker C. Johnson is the Chancellor’s Professor of Public Policy in the Goldman School of Public Policy at the University of California, Berkeley, and faculty research associate at the National Bureau of Economic Research. As a labor economist who specializes in the economics of education, Johnson’s work considers the role of poverty and inequality in affecting life chances. At UC Berkeley (2004–present), he teaches graduate and undergraduate courses in applied econometrics and topical courses in race, poverty, and inequality.
Dr. Austin Land, University of California-Berkeley
Dr. Austin Land is a researcher and policy analyst dedicated to strengthening early care and education (ECE) systems through data-informed collaboration and equity-centered strategies. He works in close partnership with city, county, and state agencies, as well as school districts and community organizations, to design and implement improvements in Universal Prekindergarten (UPK) and other ECE initiatives.
Hanna Melnick, Learning Policy Institute
Hanna Melnick is a Senior Policy Advisor and Director of Early Learning Policy at the Learning Policy Institute. Her work centers on policies that can improve early learning systems, particularly preparing a high-quality, diverse educator workforce. She is the author of several LPI reports and books on policy and practices to improve and expand children’s access to high-quality early learning opportunities.
Additional speakers to be added.
Location
Downtown Sacramento, CA (exact details to be announced soon)
Follow-up
RSVP by October 15, 2026. Registration is first-come, first-served and will close on October 21 or when full.
We hope you can join us for this important research and policy discussion.
Additional Resources
Additional Event Hosts
UC Berkeley Equity and Excellence in Early Childhood (E3C) is an interdisciplinary public impact alliance dedicated to understanding and transforming California’s early childhood systems to ensure all young children and their families flourish. Led by a cross-campus collaboration—including Berkeley School of Education, Berkeley School of Public Health, Berkeley School of Social Welfare, Goldman School of Public Policy, Department of Psychology, Institute of Human Development, Center for the Study of Child Care Employment, and Berkeley Early Childhood Education Program—E3C integrates teaching, research and development, leadership, policy, and practice to advance equity and excellence in early childhood, and deliver actionable, data-driven solutions that promote early learning, health, and family well-being. For more information, visit e3c.berkeley.edu or contact e3c@ berkeley.edu.
The
Learning Policy Institute (LPI) conducts and communicates independent, high-quality research to improve education policy and practice. LPI seeks to advance evidence-based policies at the local, state, and federal levels that support empowering and equitable learning for each and every child. Nonprofit and nonpartisan, LPI works with policymakers, researchers, educators, community groups, and others to strengthen the education system from preschool through college and career readiness.
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