Predicting Future Achievement in Kindergarten Using a Pre-kindergarten Screening Test PDF Download
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Author: Redman Ann
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 26
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Author: Redman Ann
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 26
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Author: Janey Sue Curd Leeka
Publisher:
ISBN:
Category : Ability
Languages : en
Pages : 162
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Author: Eboni C. Howard
Publisher:
ISBN:
Category :
Languages : en
Pages : 15
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As more states have become engaged in kindergarten assessment efforts, early childhood educators and assessment experts have recommended developing such efforts within a coordinated assessment system that provides data about children's progress over time, (pre-k through grade 12), and is designed to address both educational policy and practice questions. Based on the review of current efforts, the Early Childhood Education State Assessment Collaborative's (ECEA) position on assessment of children at the start of formal schooling, typically kindergarten, is the following: Early child assessments conducted prior to, at the start of, and during kindergarten can be useful for a number of purposes "if done well." Kindergarten readiness assessments should be used to directly support children's development and academic achievement to improve educational outcomes. To do so, kindergarten readiness assessment efforts should adhere to the following principles: (1) Use multiple tools for multiple purposes; (2) Address multiple developmental domains and diverse cultural contexts; (3) Align with early learning guidelines and common core standards; (4) Collect information from multiple sources; (5) Implement in a systems-based approach; and (6) Avoid inappropriate use of assessment information, specifically including high-stakes decisions, labeling children, restricting kindergarten entry, and predicting children's future academic and life success. The rest of this paper will discuss the rationale of ECEA's position and important cautions for parents, teachers, administrators, and policymakers to consider when planning kindergarten assessment initiatives. A glossary is included. (Contains 1 table and 37 notes.).
Author: Frances C. Madland
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 90
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Author: Patricia Ann King
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 102
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Author: Allison Jeffer
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 148
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Author: Lena Lopardo Padovano
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 180
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Author: Patty S. Coté
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0
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The purpose of this study was to examine the predictive capacity between observed social and emotional behaviors present when children entered kindergarten in a large urban district in Texas to their achievement on the grade three reading STAAR assessment. The study attempted to determine if a set of learning-related social skills present at the beginning of kindergarten held a predictive capacity to future academic success on the grade three reading STAAR assessment. The study found that while the behavioral composite scores of students entering kindergarten had a significant relationship to STAAR reading scores and accounted for 3% of the variation in scores. The results of a series of one-way ANOVAs used to compare the effects of the variables of following class rules, listening without interrupting, completing tasks, speaking in a respectful tone to teachers and others, and working cooperatively with peers were determined to be significant predictors of the performance on the third grade reading STAAR. Completing tasks held the highest predictive capacity to STAAR Reading mean scores. The results of a descriptive statistics analysis determined that students who had not attended pre-kindergarten programs scored higher on the KESI behavior composite ratings than their peers who had attended pre-kindergarten programs. Children who did not participate in the district’s pre-kindergarten program had higher mean scores on the third grade STAAR reading exam and the KESI behavioral rating scale. The results on a one-way ANOVA analysis of variance determined that attending district pre-kindergarten programs did have a statistically significant impact on the mean STAAR scores. Students who attended the district pre-kindergarten program had lower mean STAAR scores than those students who did not participate in the program.
Author: Suzan Katherine Abeles Boehm
Publisher:
ISBN:
Category :
Languages : en
Pages : 322
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Author: Everett Edwin Hadley
Publisher:
ISBN:
Category :
Languages : en
Pages : 204
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