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ERIC Number: ED450926
Record Type: RIE
Publication Date: 1996-Oct
Pages: 25
Abstractor: N/A
Trends in Early Childhood Assessment Policies and Practices.
Shepard, Lorrie A.; Taylor, Grace A.; Kagan, Sharon L.
This study documented current early childhood assessment policies and practices, focusing on changes since the 1988 nationwide survey and on changes occurring in response to Goal 1 of the National Education Goals, performance assessments, and integrated services for young children. Data were collected through telephone surveys and in-depth interviews with the state-level early childhood or elementary coordinator or testing director, as well as Part H and IDEA coordinators, Title I coordinators, Head Start directors, and the Goals 1 contact person. Documentary evidence of policies or legislative mandates was also obtained. The findings, in descending order of prevalence, follow: (1) most states have made an effort to move away from readiness testing and kindergarten retention, and there is a perceived reduction though not elimination of these practices; (2) almost all state-mandated standardized testing for school accountability has been eliminated for children below grade 3; (3) some states and local districts are moving to new assessment forms in the early grades that are more supportive of instruction; (4) misuse of screening instruments for instructional purposes has decreased since 1988; (5) professional training is needed to understand and use new assessment forms; (6) preschool testing is largely driven by mandates for categorical programs; (7) a few states are collecting data to report on progress toward Goal 1; (8) parent involvement was an issue both for identifying children with special needs and because of parent demands for standardized testing; and (9) lack of collaboration and coordination among agencies serving young children continues to be a problem. (Contains 16 references.) (KB)
National Center for Research on Evaluation, CRESST/CSE, Graduate School of Education & Information Studies, University of California, Los Angeles, CA 90095-1522. Tel: 310-206-1532.
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Grant or Contract Numbers: N/A