A growing number of states are interested in tracking the readiness of children entering kindergarten. In 2010, just seven states (Alaska, Connecticut, Florida, Hawaii, Maryland, Minnesota, and Vermont) collected Kindergarten Entry Assessment (KEA) data for the purposes of aggregating data at the state level. Since this time, most states report…

Strength-based assessment of behaviors in preschool children provides evidence of emotional and behavioral skills in children, rather than focusing primarily on weaknesses identified by deficit-based assessments. The Preschool Behavioral and Emotional Rating Scales (PreBERS) is a normative assessment of emotional and behavioral strengths in…

The "Preschool Behavioral and Emotional Rating Scale" (PreBERS) is a standardized, norm-referenced instrument that assesses emotional and behavioral strengths of preschool children. This study investigated whether the PreBERS four-factor structure (i.e., emotional regulation, school readiness, social confidence, and family involvement)…

This policy brief is a guide for state education policy leaders to use in selecting and prioritizing college- and career-ready student performance indicators. These indicators can be built into the state's accountability system through public reporting, statewide performance goals, school-level incentives, and accountability formulas used to…

Parental reports of 585 children's childcare experiences during the year preceding kindergarten were used to index the extent of children's involvement in three types of childcare: center-based (e.g., daycare center, Head Start, preschool), informal (e.g., relative-based or sitter-based) and parental. Childcare choices covaried with household SES,…