Northwest Regional Comprehensive Center

Printed from:







Overview of Approaches to Kindergarten Entry/Readiness Assessments

kindergarten students

We have entered a new era in early childhood education. Parents understand more than ever the relationships between early learning and development and kindergarten readiness and future academic success. Every day, early childhood teachers are confronting the challenges of serving all children equitably. And, policymakers are carefully analyzing reported outcomes for children served by publicly funded early education programs. Aside from all these interests and concerns, the growing emphasis on accountability has all stakeholders eager for high-quality data upon which to base program, curriculum, and instructional decisions (Schultz & Kagan, 2007).

When one Northwest state asked for a summary of approaches for assessing and improving early childhood programs, NWCC’s Basha Krasnoff searched and synthesized the literature to produce this brief. It provides information on early childhood education accountability systems as well as different facets of kindergarten entry assessments, including the strengths and limitations of two child assessment approaches—observation tools and direct/adapted tools.

Download research brief (PDF)