State-Funded Pre-Kindergarten Child Assessment Policies: Implications for Race to the Top—Early Learning Challenge Program Applicants

• In Event: Implementation and Assessment in Early Childhood Programs

Abstract

An important selection criterion for forthcoming Race to the Top–Early Learning Challenge Program (RTTT-ELCP) proposals is a focus on using assessments and their results to improve early education program quality and children’s outcomes. To inform potential RTTT-ELCP applicants, this paper highlights current policies regarding the child learning outcome assessments that are part of state-funded Pre-K initiatives. Of particular interest are the assessment types represented in these policies, the pros and cons of each measure type, the degree of choice Pre-K providers have in selecting measures, and when data is collected on enrollees’ learning outcomes. Also discussed are the different issues policymakers must consider when attempting to document what preschoolers have learned. The paper concludes with implications for RTTT-ELCP applicants.

Authors

• Debra J. Ackerman, Educational Testing Service (ETS)

• Richard Coley, ETS