The purpose of this study was to examine the relationship between school-based kindergarten transition practices and student achievement and executive functioning using recent, nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11. The analysis employed 3-level hierarchical linear models and found no relationship between the aggregate number of transition practices that a school offered and academic achievement or executive function outcomes in kindergarten. Additional analyses focused on individual transition practices as well as interaction effects with socioeconomic status, race, kindergarten entry skills, and home language of the child. The findings from this study are largely inconsistent with previous research on the topic that used older data. Implications for policy, practice, and future research are discussed.
