Catherine Scott-Little, Ph.D.Human Development and Family Studies

UNC-Greensboro

September 12, 2012Virginia Early Childhood Foundation

What is a Kindergarten Entry Assessment (KEA)?A systematic process for collecting data related to

children around the time that they enter kindergartenStates with KEAs vary on the timeframe for data collection

Just prior to kindergarten entry Within approximately the first 60 days of kindergarten entry Over the course of the kindergarten year

States vary in terms of what and how data are collected Parent surveys/reports Teacher surveys/reports Teacher observations and portfolios Direct assessment

Common Purposes of Kindergarten Entry AssessmentsTo provide data on children’s

experiences and characteristics that can be used to look back at the early childhood systems Data-based approach to identify strengths and

gaps in services for children before kindergarten entry

Improved use of resources to support children and families before kindergarten entry

Common Purposes of Kindergarten Entry AssessmentsTo provide data on children’s experiences

and characteristics that can be used to look back at the early childhood systems

To give kindergarten teachers a “starting point” that they can use to guide their work with the children in their classroom/an individual childQuick assessment of where children areTool to engage families early in their child’s

transition to kindergarten

KEAs are increasingly common43 states have a KEA or have plans for a KEA

34 states described plans for a KEA in their RTT-ELC applications

9 states that did not submit a RTT-ELC application have some type of KEA

There is variability in the assessment instruments used, how data are used, and areas of children’s learning that are assessed

One commonality: the person responsible for collecting the data is typically the kindergarten teacher

Bruner, & Hanus (2012); Stedron & Berger (2010); Scott-Little (2012)

Examples of State-Level KEAsTeacher survey/rating

Kansas Early Learning Inventory (http://www.ksde.org/LinkClick.aspx?fileticket=aEpXmmRLZhA%3D&tabid=3293&mid=11881)

Vermont Ready Kindergarteners Survey (http://education.vermont.gov/new/html/pgm_earlyed/kindergarten_readiness.html)

Direct assessmentsOhio: Kindergarten Readiness Assessment-

Literacy (http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1366&ContentID=3930&Content=127742)

Teacher Observations/PortfoliosWashington: Washington Kindergarten Inventory of

Developing Skills (WA KIDS) (http://www.k12.wa.us/wakids/)

Recent Trends in KEAKEAs that address multiple domains of children’s learning and

developmentIowa and Ohio moved/moving from language and literacy to

comprehensive assessmentKEAs that include commercially available instruments

Colorado, Delaware, Wasington: Teaching Strategies GOLDKEA as part of a transition process

Washington Kindergarten Inventory of Developing Skills KEA with a combination of assessment approaches

Maryland and Ohio

Considerations re: Planning ProcessExtensive amount of time and information gathering neededMultiple perspectives should be represented

Early childhood & K-12Practioner and Researcher/Assessment ExpertsAdministrators and TeachersExperts in all domains/areas of children’s development that will be

assessedProfessional development providersPolicy makersParents

Careful planning and piloting process is essentialSupport from different constituencies/stakeholders is

critical

Planning Process Should Address Several ComponentsInstrumentation/data sources

Technically challengingNo perfect instrument

Initial roll outBuy-in and general awareness

ImplementationProfessional development and quality control

Data systemsCollection, storage and analyses

Long-term support and implementation

Limitations of KEAs to Keep In MindKEAs are not

Screening to identify children with potential disabilities

Used to make decisions about individual children’s entry to kindergarten

Tools to evaluate individual programs or services

Why develop a KEA?Provide information that public and policy makers

want—some indication that investments matterDocument trends over timeAid in data-based decision making and efficient

use of resourcesStimulate common understanding and dialogue

between early childhood community and K-12 education system

Provide useful information for teachersPromote parent engagement

ReferencesBruner, C., & Hanus, A. (2012). Kindergarten Entry Assessment (KEA) Race to the Top Early Learning Challenge Fund Information (E1). Draft working paper.

Scott-Little, C. (February, 2012). The state of state KEAs: Past, present and future. Presentation at the BUILD/CCSSO Kindergarten Entry Assessment Conference. San Antonio, TX.

Stedron, J. M., & Berger, A. (2010). State approaches to school readiness assessment. NCSL Technical Report. Available at http://www.ncsl.org/documents/Educ/KindergartenAssessment.pdf

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