Case Studies of the Early Implementation of Kindergarten Entry Assessments

Autor/inn/en	Golan, Shari; Woodbridge, Michelle; Davies-Mercier, Betsy; Pistorino, Carol
Institution	Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service; SRI International
Titel	Case Studies of the Early Implementation of Kindergarten Entry Assessments
Quelle	(2016), (142 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Kindergarten; Tests; Testing Programs; Data Use; Test Use; Program Implementation; School Districts; Test Construction; Student Evaluation; Young Children; Inservice Teacher Education; Educational Legislation; Federal Programs; Federal Aid; Federal Legislation; Maryland; Oregon; Pennsylvania; Washington + Suchen Sie Ihr Suchwort? Examination; Prüfung; Examen; Testanwendung; School district; Schulbezirk; Testaufbau; Schulnote; Studentische Bewertung; Frühe Kindheit; Lehrerfortbildung; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	States increasingly are incorporating Kindergarten Entry Assessments (KEAs) into their comprehensive assessment systems with the goal of helping educators identify gaps in children's competencies, target instruction to children's individual needs, engage parents to better support their child's learning, and identify needs for expanding and improving early learning opportunities. In 2010, seven states collected KEA data for the purposes of aggregating data at the state level (Daily, Burkhauser, and Halle 2010). By 2014, 29 states were engaged in development and use of KEAs with support from federal programs such as Race To the Top-Early Learning Challenge (RTT-ELC) grants and Enhanced Assessment Grants (EAG). This descriptive study examines the development and early implementation of KEAs in 12 districts and 23 schools within four RTT-ELC states (Maryland, Oregon, Pennsylvania, and Washington) during the 2014-15 school year. This was the first year of KEA implementation in Maryland and Pennsylvania, the second year of KEA implementation in Oregon, and the third year of KEA implementation in Washington, so findings reflect the early implementation of these assessments. The study is intended to help states learn from the experiences of other states as they work to develop and implement their own KEAs and to use KEAs to improve instruction and learning. [For this study's "Results in Brief," see ED613416.] (ERIC).
Anmerkungen	Office of Planning, Evaluation and Policy Development, US Department of Education. Available from: ED Pubs. Education Publications Center, US Department of Education, Tel: 877-433-7827; Fax: 703-605-6794; e-mail: customerservice.edpubs@gpo.gov; Web site: https://www2.ed.gov/about/offices/list/opepd/index.html?src=oc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01