Implementation of Kindergarten Entry Assessment in a Midwestern State: A Mixed-Methods Case Study

• In Event: Sheraton Roundtable Session Three
  In Roundtable Session: Patterns in Policy Implementation and Student Achievement (Table 3)

Abstract

This mixed methods case study examines the effort to implement a state-wide Kindergarten Entry Assessment (KEA) in one midwestern state. While KEA had the potential to inform COVID’s impact on student learning as school reopened (Garver, 2020), the midwestern state eliminated all provisions of the KEA from the legislation on October 1, 2021. We conduct a state-level case study to understand the strengths and challenges surrounding the state’s KEA implementation. In addition, we examine and document lessons learned. We ask the following questions:
What were the KEA stakeholders’ (district leads, coaches, data managers, and teachers) experiences with the KEA implementation?
What were the strengths and challenges of the KEA implementation, as perceived from multiple stakeholder roles and responsibilities?

Authors

• Tomoko Wakabayashi, Oakland University
  Presenting Author

• Melissa A. Bishop, Coastal Carolina University
  Presenting Author

• Boyun Kim, Oakland University
  Presenting Author

• Adam LeRoy, Saginaw Valley State University
  Non-Presenting Author