Description:
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. 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 across four RTT-ELC states (Maryland, Oregon, Pennsylvania, and Washington) in the 2014-15 school year. This was the first year of KEA implementation in Maryland and Pennsylvania, the second year of implementation in Oregon, and the third year of KEA implementation in Washington, so findings reflect the early implementation of these assessments. (author abstract)
Resource Type:
Fact Sheets & Briefs
Country:
United States