Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 6 |
Descriptor
| Stakeholders | 6 |
| State Policy | 6 |
| Educational Policy | 4 |
| Interviews | 4 |
| Kindergarten | 3 |
| Reading Achievement | 3 |
| Reading Skills | 3 |
| Data Analysis | 2 |
| Data Collection | 2 |
| Emergent Literacy | 2 |
| Evaluation Methods | 2 |
| More ▼ | |
Source
| Center on Enhancing Early… | 2 |
| Data Quality Campaign | 1 |
| Foundation for Excellence in… | 1 |
| Grantee Submission | 1 |
| Journal of Educational Change | 1 |
Author
| Amy Cummings | 2 |
| Craig De Voto | 2 |
| Katharine O. Strunk | 2 |
| Carolan, Megan | 1 |
| Connors-Tadros, L. | 1 |
| Schilder, Diane | 1 |
Publication Type
| Reports - Research | 4 |
| Reports - Evaluative | 2 |
| Information Analyses | 1 |
| Journal Articles | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Early Childhood Education | 6 |
| Primary Education | 6 |
| Kindergarten | 3 |
| Elementary Education | 2 |
| Grade 3 | 2 |
| Elementary Secondary Education | 1 |
| Higher Education | 1 |
| Postsecondary Education | 1 |
| Preschool Education | 1 |
Audience
Location
| Michigan | 2 |
| North Carolina | 2 |
| California | 1 |
| Delaware | 1 |
| Florida | 1 |
| Georgia | 1 |
| Illinois | 1 |
| Louisiana | 1 |
| Maryland | 1 |
| Missouri | 1 |
| Oregon | 1 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
| National Assessment of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkAmy Cummings; Katharine O. Strunk; Craig De Voto – Journal of Educational Change, 2023
In recent years, many states have adopted policies to ensure students are reading proficiently by third grade. This kind of policy transfer across states is not a unique phenomenon; researchers have documented analogous proliferations of similar policies both in and outside the field of education. However, there has been little attention paid to…
Descriptors: State Policy, Educational Policy, Reading Achievement, Reading Skills
Download full textAmy Cummings; Katharine O. Strunk; Craig De Voto – Grantee Submission, 2021
In recent years, many states have adopted policies to ensure students are reading proficiently by third grade. This kind of policy transfer across states is not a unique phenomenon; researchers have documented analogous proliferations of similar policies both in and outside the field of education. However, there has been little attention paid to…
Descriptors: State Policy, Educational Policy, Reading Achievement, Reading Skills
Foundation for Excellence in Education (ExcelinEd), 2017
Learning to read by the end of third grade is the gateway to lifelong success. When students are not able to read by the end of third grade, their risk of falling behind grows exponentially. In fact, research shows that nine out of ten high school dropouts were struggling readers in third grade. Students reading below grade level are almost six…
Descriptors: Reading Instruction, Educational Policy, Primary Education, State Policy
Connors-Tadros, L. – Center on Enhancing Early Learning Outcomes, 2014
The Center on Enhancing Early Learning Outcomes (CEELO) was asked to provide information on how other states are approaching the development and implementation of Kindergarten Entry Assessment (KEA) as part of a comprehensive assessment system. Specifically, the request asked for information about KEA measures used by other states, the processes…
Descriptors: Kindergarten, State Policy, Information Sources, Educational Resources
Data Quality Campaign, 2014
Data are more than just test scores, and by effectively accessing and using different types of data--such as attendance, grades, and course-taking--teachers, parents, and school and district leaders can help ensure that every student is on a path for success every day, not just at the end of the school year. The 10 State Actions to Ensure…
Descriptors: Data, Data Collection, Information Utilization, Educational Policy
Schilder, Diane; Carolan, Megan – Center on Enhancing Early Learning Outcomes, 2014
Early childhood stakeholders in state departments of education are interested in knowing what child assessment measures are being used in state-funded pre-kindergarten and in kindergarten classrooms. To address this need, the Center on Enhancing Early Learning Outcomes (CEELO) performed a secondary analysis of data in the National Institute for…
Descriptors: State Policy, Preschool Education, Early Childhood Education, Kindergarten
