Leveraging Teacher Expertise: A Research-Practice Partnership Approach to Equitable Kindergarten Readiness Assessment Reform

• In Event: AERA Roundtable Session Friday 7:45 am - Gold 4
  In Roundtable Session: Reimagining Assessment for Equity and Student Learning Across Educational Contexts

Abstract

This mixed-methods case study examines kindergarten readiness disparities and the co-development of equitable assessment tools through a research-practice partnership (RPP) in a midwestern urban district. A cohort of teacher leaders co-developed assessment and reporting systems, aligning state and district priority standards with learning trajectories and rubrics. Using context mapping and participatory design principles, teachers identified systemic factors contributing to racial and economic disparities among 1,041 kindergarten students. The co-creation process resulted in adaptations for diverse linguistic and cultural backgrounds. This participatory approach culminated in teacher-designed professional learning plans for district-wide implementation. The study demonstrates how boundary-blurring collaboration between practitioners and researchers can transform assessment systems, advance teacher research capacity, and create more equitable early childhood educational outcomes.

Authors

• Maia Elkana, Washington University in St. Louis

• Jennifer Burris, University of Kentucky