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Browsing by topic: Assessment

Policy Briefs

Implementing 15 Essential Elements for High Quality: A State and Local Policy Scan


July 1, 2016 AccessAssessmentEconomics and FinanceFederalGovernance and AccountabilityQuality and CurriculumState & Local
W. Steven Barnett, G.G. Weisenfeld, Kirsty Clarke Brown, Jim Squires, and Michelle Horowitz

In this report we explore the extent to which 41 states, the District of Columbia, and three large cities support high-quality state-funded preschool education. The framework for our assessment of state capacity is provided by “15 essential elements” of high-quality pre-K. These can be categorized into three clusters: enabling environment, rigorous policies, and strong practices….

Technical Report: Kindergarten Early Learning Scale


September 1, 2014 AssessmentOutcomesQuality and Curriculum
Shannon Riley-Ayers, Kwanghee Jung, & Jorie Quinn

The Kindergarten Early Learning Scale (KELS) was developed as a concise observational assessment for young children. It examines three domains including (1) Math/Science, (2) Social Emotional/Social Studies, and (3) Language and Literacy, with a total of 10 items across the domains. Scores reported for each of the 10 items are based upon observational evidence collected by the teacher over a period of roughly three months. This [report] outlines how decisions about the content of the instrument were made, based on several criteria, and the value of the instrument. The items assessed represent the development of kindergarten children, are measurable (observable), develop on a continuum (to see growth and development over time), and are critical to present and future learning.

Early Learning Scale: Technical Report


September 1, 2010 AssessmentWorkforce

This technical report from NIEER researchers on the Early Learning Scale offers information on the use and reliability of the instrument and on the validity of the data.

New Jersey Preschool Expansion Assessment Research Study (PEARS)


December 1, 2009 AssessmentGovernance and AccountabilityState & LocalState Pre-K Evaluations

The capacity and quality of non-Abbott child care centers, Head Start programs, and school district preschool programs across New Jersey are assessed in this study by NIEER.

Policy Brief – Preschool Curriculum Decision-Making: Dimensions to Consider


March 1, 2007 AssessmentOutcomesQuality and CurriculumWorkforce

This report provides a framework for decision-makers to use in evaluating which curriculum might be most appropriate for their specific preschool education program.

Policy Brief – Early Literacy: Policy and Practice in the Preschool Years


April 1, 2006 AssessmentOutcomesQuality and CurriculumWorkforce

Early literacy plays a key role in enabling the kind of early learning experiences that research shows are linked with academic achievement, reduced grade retention, higher graduation rates and enhanced productivity in adult life. This policy brief synthesizes the body of professional knowledge about early literacy and offers research-based recommendations.

Policy Report – Prepared for Kindergarten: What Does “Readiness” Mean?


March 1, 2005 AssessmentOutcomesQuality and Curriculum

This policy report examines key issues for public policy related to school readiness, the relationship between school readiness and other factors in young children’s lives, and challenges in readying children for kindergarten.

Policy Brief – Preschool Assessment: A Guide to Developing a Balanced Approach


July 1, 2004 AssessmentOutcomes

This policy brief examines assessment of learning among preschoolers and the trend toward increased standardized testing of young children. The brief offers definitions and applications of assessment concepts and policy recommendations essential to a balanced approach.

Policy Brief – Child Outcome Standards in Pre-K Programs


March 1, 2004 AssessmentOutcomes

This policy brief provides an overview of the extension of the standards movement to preschool programs. It presents the conditions and special considerations necessary for standards to have a positive impact on preschool children and strengthen accountability.