ERIC Number: EJ1259290
Record Type: Journal
Publication Date: 2020
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1040-9289
EISSN: N/A
Moving Kindergarten Entry Assessments from Policy to Practice Evidence from North Carolina
Little, Michael; Cohen-Vogel, Lora; Sadler, James; Merrill, Becca
Early Education and Development, v31 n5 p796-815 2020
Research Findings: Kindergarten Entry Assessments (KEAs) -- assessment tools used at the beginning of kindergarten to provide educators with a snapshot of children's readiness for school -- are increasingly being adopted by states across the country. The purpose of this study is to examine the implementation of North Carolina's KEA through analysis of data from an exploratory qualitative study during the initial years of implementation (2015-2018). We conducted interviews with state- and county-level administrators as well as kindergarten teachers. Our findings focus on the intervention itself, the process of data use, the organization and political context surrounding implementation, and potential outcomes of the KEA. Policy and Practice: Implications for policy and practice are identified, including the need to design KEAs to cover a holistic range of domains, for professional development to focus on use of data in addition to collection of data, and for KEA implementation to embed principles of continuous improvement. Policy and Practice: Implications for policy and practice are identified, including the need to design KEAs to cover a holistic range of domains, for professional development to focus on use of data in addition to collection of data, and for KEA implementation to embed principles of continuous improvement.
Descriptors: School Readiness, Kindergarten, Student Evaluation, Teacher Attitudes, Administrator Attitudes, Student Needs, Student Characteristics, Learning Strategies, Cognitive Development, Emotional Development, Social Development, Language Acquisition, Communication Skills, Child Health, Child Development, Psychomotor Skills, Portfolios (Background Materials), Data Use, Context Effect
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: N/A