Citation
Golan, S., Woodbridge, M., Davies-Mercier, B., & Pistorino, C. (2016). Case studies of the early implementation of Kindergarten Entry Assessments. U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service.
Abstract
This report presents findings from a descriptive study that examined the development and early implementation of Kindergarten Entry Assessments (KEAs) in 12 districts across four Race To the Top-Early Learning Challenge grantee states (Maryland, Oregon, Pennsylvania, and Washington) in the 2014-15 school year. The study consisted of document reviews, telephone interviews with state agency respondents and local preschool directors, and in-person interviews with district administrators, principals, kindergarten teachers, and other KEA assessors.
