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Tough test: The nation’s troubled early learning assessment landscape

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Description:
This report explores the early learning measurement landscape, why it is failing students, teachers, parents, and taxpayers, and what can be done to improve early learning assessment after the pandemic subsides. It highlights promising innovations that can help educators and policymakers implement better, more comprehensive measures of young children’s development that are suited to those children and not simply extensions of the standardized tests administered nationwide in grades 3 to 12. (author abstract)
Resource Type:
Reports & Papers
Country:
United States
State(s):
Wyoming; West Virginia; Wisconsin; Washington; Vermont; Virginia; Utah; Texas; Tennessee; South Dakota; South Carolina; Rhode Island; Pennsylvania; Oregon; Oklahoma; Ohio; New York; Nevada; New Mexico; New Jersey; New Hampshire; Nebraska; North Dakota; North Carolina; Montana; Mississippi; Missouri; Minnesota; Michigan; Maine; Maryland; Massachusetts; Louisiana; Kentucky; Kansas; Indiana; Illinois; Idaho; Iowa; Hawaii; Georgia; Florida; Delaware; District of Columbia; Connecticut; Colorado; California; Arizona; Arkansas; Alabama; Alaska

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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