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(l) $47,000 of the general fund—state appropriation for fiscal 1 year 2023 is provided solely for implementation of Second Substitute 2 House Bill No. 1044 (prison to postsecondary ed.). 3 (m) $71,000 of the amounts in fiscal year 2022 and $91,000 of the 4 amounts in fiscal year 2023 are provided solely for implementation of 5 chapter 314, Laws of 2021 (Engrossed Second Substitute Senate Bill 6 No. 5141) (env. justice task force recs). 7 (n) $125,000 of the amounts in fiscal year 2023 is provided 8 solely for an evaluation of student participation in transitional 9 kindergarten programs across the state. By December 31, 2023, the 10 institute shall report the results of its evaluation to the 11 appropriate legislative committees; the governor; the office of the 12 superintendent of public instruction; and the department of children, 13 youth, and families. It is the intent of the legislature to provide 14 funding in the 2023-2025 fiscal biennium budget for the institute to 15 complete the report by December 31, 2023. For the evaluation, to the 16 extent data is available, the institute shall collect data regarding: 17 (i) The number of districts providing transitional kindergarten 18 programs, including the number of classrooms and students in the 19 program per district; 20 (ii) The number of children participating in transitional 21 kindergarten programs across the state, disaggregated by demographic 22 information such as race, gender, and income level; 23 (iii) The number of children participating in transitional 24 kindergarten programs that attended prekindergarten previous to 25 transitional kindergarten; 26 (iv) The number of children participating in transitional 27 kindergarten who received early learning services through the early 28 childhood education and assistance program; 29 (v) The number of children participating in transitional 30 kindergarten with an individualized education plan; 31 (vi) An analysis of how school districts select and prioritize 32 children for enrollment in transitional kindergarten; 33 (vii) The differences in teacher preparation, certification, and 34 classroom instruction for transitional kindergarten compared to the 35 early childhood education and assistance program; 36 (viii) The identification of why school districts offer 37 transitional kindergarten, the early childhood education and 38 assistance program, and other early learning programs such as 39 p. 1354 ESSB 5187.SL