ERIC Number: ED420376
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Measuring Progress and Results in Early Childhood System Development.
O'Donnell, Nina Sazer; Galinsky, Ellen
In 1994, the state of Georgia adopted a model of education reform that defined new education goals and formalized a structure that involved state policymakers and local communities. The system operates on the premise that regular assessments of progress should drive innovations or strategies for achieving results. This guide presents an introduction to using benchmarks and indicators to measure educational progress and results in young children, based on the knowledge and experience of national experts and states and communities that are currently developing and using them. The sections of the guide address: (1) definitions of the benchmarks, indicators, and other results-based evaluation concepts and terms; (2) why states and communities are interested in measuring progress and results; (3) the importance of measuring progress and results; (4) principles for assessing progress and results; (5) advice on developing and using benchmarks and indicators; and (6) additional resources for more information about measuring progress and results. (JPB)
Descriptors: Benchmarking, Early Childhood Education, Educational Assessment, Educational Development, Educational Objectives, Educational Policy, Outcomes of Education, School Community Relationship, State Programs, Student Evaluation, Young Children
Families and Work Institute, 330 Seventh Avenue, New York, NY 10001; phone: 212-465-2044; fax: 212-465-8637; World Wide Web: www.familiesandwork.org
Publication Type: Guides - Non-Classroom; Reports - Descriptive
Education Level: N/A
Authoring Institution: Families and Work Inst., New York, NY.
Identifiers - Location: Georgia