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| Author | : Naomi Prakash |
| Publisher | : |
| Total Pages | : 12 |
| Release | : 2003 |
| Genre | : Educational tests and measurements |
| ISBN | : |
| Author | : Katherine A. Shields |
| Publisher | : |
| Total Pages | : 41 |
| Release | : 2016 |
| Genre | : |
| ISBN | : |
As a growing number of states require kindergarten entry assessments, more state and district administrators are becoming interested in how their peers use these assessments around the country. Given this interest, state administrators participating in Regional Educational Laboratory Northeast & Islands Early Childhood Education Research Alliance generated the idea for this study as a source of information as they implemented plans for statewide assessments. Using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11, this study examined how many public schools used kindergarten entry assessments and for what purposes, what types of public schools used kindergarten entry assessments, and whether the use of kindergarten entry assessments was correlated with student early learning assessment scores in reading and math in spring of the kindergarten year. Findings from the study include: (1) Overall, 73 percent of public schools offering kindergarten classes reported using kindergarten entry assessments; (2) The most common purpose of kindergarten entry assessments was individualizing instruction, reported by 93 percent of public schools using them. Sixty-five percent of schools using kindergarten entry assessments reported that they used the assessments to identify students needing additional testing for learning problems. Schools also reported using the assessments for one or more purposes related to enrollment: to determine class placement (41 percent of schools using kindergarten entry assessments), to advise parents about delayed entry (24 percent), and to determine eligibility for students whose age fell below the cutoff (16 percent); (3) Most public schools using kindergarten entry assessments did so for multiple purposes (80 percent). Fifty percent of schools using the assessments reported both instructional- and enrollment-related purposes; 60 percent used the assessments for both instructional purposes and screening to identify additional testing needs; and (4) Schools' reported use of kindergarten entry assessments did not have a statistically significant relationship with students' early learning in reading or math in spring of the kindergarten year when the analysis controlled for student and school characteristics. This study provides states and schools with information about the use of kindergarten entry assessments nationwide and offers contextual information to state-level administrators as they select, develop, and implement these assessments. As an exploratory analysis, this study describes how schools say they use kindergarten entry assessments, without drawing conclusions about the effects of their use. Future research could examine the relationships between the nature and quality of the implementation of these assessments and student outcomes. The following are appended: (1) Literature review; (2) Analytic measures; (3) Analytic sample; (4) Analytic methods; and (5) Detailed regression results.
| Author | : Katherine A. Shields |
| Publisher | : |
| Total Pages | : 9 |
| Release | : 2016 |
| Genre | : |
| ISBN | : |
This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. Child development research on the importance of early experiences for later life outcomes has underscored the need for effective early childhood education. With the aim of providing high-quality education, many kindergarten programs use assessments at the time of entry to understand what students know and can do. When such assessments are well-planned, appropriately designed, and implemented with fidelity, they can inform teaching and program improvement, and contribute to better student outcomes. As the number of states that require districts to administer kindergarten entry assessments grows, state and district administrators are interested in how their peers around the country use these assessments. Given this interest, state administrators participating in the Regional Educational Laboratory Northeast & Islands Early Childhood Education Research Alliance requested this study for information as they implemented plans for statewide assessments. Best practice guidelines for early childhood education assert the value of using data to guide instructional practice in general, yet there is limited empirical research linking the use of kindergarten entry assessment data with student learning outcomes. This study seeks to contribute to the limited literature on the relationship between use of kindergarten entry assessments and student early learning outcomes. Because the study draws on observational data, it cannot establish a causal link between use of kindergarten entry assessments and student outcomes. Instead, the analyses are intended to identify relationships that might be explored further with other datasets using a more rigorous experimental design. In addition, the study aims to provide important information to decision-makers in the field about the landscape of the use of kindergarten entry assessments, based on a nationally representative sample of U.S. public schools. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11, this study examined how many public schools used kindergarten entry assessments and for what purposes. Overall, 73 percent of public schools offering kindergarten classes reported using kindergarten entry assessments. Among those schools, the most common purposes were to individualize instruction (93 percent), identify needs for additional testing (65 percent), and determine class placement (41 percent). Schools' use of kindergarten entry assessments was not correlated with student assessment scores in early reading or math in spring of the kindergarten year. [For the full study, "How Kindergarten Entry Assessments Are Used in Public Schools and How They Correlate with Spring Assessments. REL 2017-182," see ED569203.].
| Author | : Christina Simon |
| Publisher | : Createspace Independent Pub |
| Total Pages | : 204 |
| Release | : 2009-08-26 |
| Genre | : Education |
| ISBN | : 9781439245880 |
With too many applications and limited openings at private elementary schools in Los Angeles, this book answers questions about the admissions process and how to give your child that competitive edge.
| Author | : Karen Quinn |
| Publisher | : Simon and Schuster |
| Total Pages | : 274 |
| Release | : 2010-06-18 |
| Genre | : Education |
| ISBN | : 1416596763 |
Karen Quinn has successfully taught hundreds of parents how to prepare their children for testing, and Testing For Kindergarten is her ultimate, comprehensive guide to having fun while teaching to the underlying abilities every test assesses. Whether your child is going to a private kindergarten or a public school, he or she will most likely be tested—and placed in classrooms according to those results. But information about intelligence tests is closely guarded, and it can be difficult to understand what your kids need to know. As an expert who has successfully taught hundreds of parents how to work with their own children, Karen Quinn has written the ultimate guide to preparing your child for kindergarten testing. The activities she suggests are not about “teaching to the test.” They are about having fun while teaching to the underlying abilities every test assesses. From the “right” way to have a conversation to natural ways to bring out your child’s inner math geek, Quinn shares the techniques that every parent can do with their kids to give them the best chance to succeed in school and beyond. It’s just good parenting—and better test scores are icing on the cake.
| Author | : |
| Publisher | : |
| Total Pages | : 560 |
| Release | : 2003 |
| Genre | : Education |
| ISBN | : |
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 464 |
| Release | : 2001-01-22 |
| Genre | : Education |
| ISBN | : 0309068363 |
Clearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorersâ€"and learnersâ€"every waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country. What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses: Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers. Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children.
| Author | : Sue C. Wortham |
| Publisher | : Pearson |
| Total Pages | : 328 |
| Release | : 2013-11-01 |
| Genre | : |
| ISBN | : 9781292041070 |
For Assessment courses in Early Childhood Education. One of the most accessible and practical textbooks available on assessing young children from infancy through age 8. It provides the full range of types of assessment and how, when, and why to use them. An excellent introduction to assessing young children, Assessment in Early Childhood Education continues with the inclusion of all types of assessments that can be used with infants and young children. Key changes and updates to this edition include: updated and streamlined figures, examples, and models of assessment that aid pre-service teachers to learn how to apply the principles of quality assessments; new activities at the end of the chapters provide opportunities for students to apply their own performance activities to demonstrate understanding of chapter contents; the effects of No Child Left Behind have been updated; newly revised information on children from diverse cultures and languages and children with disabilities has been added; and information on new and current trends toward accountability are discussed, as well as the impact of high-stakes testing.
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 501 |
| Release | : 2008-12-21 |
| Genre | : Social Science |
| ISBN | : 0309314429 |
The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments.
| Author | : Eboni C. Howard |
| Publisher | : |
| Total Pages | : 15 |
| Release | : 2011 |
| Genre | : |
| ISBN | : |
As more states have become engaged in kindergarten assessment efforts, early childhood educators and assessment experts have recommended developing such efforts within a coordinated assessment system that provides data about children's progress over time, (pre-k through grade 12), and is designed to address both educational policy and practice questions. Based on the review of current efforts, the Early Childhood Education State Assessment Collaborative's (ECEA) position on assessment of children at the start of formal schooling, typically kindergarten, is the following: Early child assessments conducted prior to, at the start of, and during kindergarten can be useful for a number of purposes "if done well." Kindergarten readiness assessments should be used to directly support children's development and academic achievement to improve educational outcomes. To do so, kindergarten readiness assessment efforts should adhere to the following principles: (1) Use multiple tools for multiple purposes; (2) Address multiple developmental domains and diverse cultural contexts; (3) Align with early learning guidelines and common core standards; (4) Collect information from multiple sources; (5) Implement in a systems-based approach; and (6) Avoid inappropriate use of assessment information, specifically including high-stakes decisions, labeling children, restricting kindergarten entry, and predicting children's future academic and life success. The rest of this paper will discuss the rationale of ECEA's position and important cautions for parents, teachers, administrators, and policymakers to consider when planning kindergarten assessment initiatives. A glossary is included. (Contains 1 table and 37 notes.).
