This policy brief addresses the questions: What child assessments are required of pre-K and Kindergarten providers? How are child assessment data used? The brief is based primarily on secondary analysis of data collected in the NIEER State of Preschool Yearbook and presents a snapshot of responses to questions about child assessment.
Effective use of child, teacher and classroom assessment data can help teachers and educational leaders target instructional strategies and resources to achieve desired early learning outcomes. States vary in their capacity to support the use of data to inform decisions. Technical expertise can support SEA staff understanding of the nature and types of data that can be used to improve the quality of early educational experiences and ultimately early learning outcomes.
This report discusses the lack of access to high-quality early childhood education experiences for African-American children and offers recommendations to expand opportunities. The report was released by the National Institute for Early Education Research (NIEER), the Center on Enhancing Early Learning Outcomes (CEELO), and White House Initiative on Educational Excellence for African-Americans (WHIEEAA).
This report discusses why evaluation and monitoring systems are important for quality early education and the data states collect to monitor and evaluate pre-k programs.
This webinar, jointly sponsored by CEELO and the Early Childhood Technical Assistance (ECTA) Center, presents critical information for states as they engage in activities to improve the quality of teaching and learning through supporting formative assessment processes.
This webinar examines how annual preschool information from the states can be used for planning, policy development and program improvement.
This presentation highlights research on quality early care and education in the US – including the National Head Start Impact Study and several state pre-K studies. The final slides lists a number of resources with hyperlinks.
This document gives recommendations about research and practical resources to inform technical assistance conducted with state education staff on Formative Assessment.
This document provides information on what steps states are taking, that have received Race to the Top-Early Learning Challenge funding, to design their validation studies to inform their approach to validation studies.
This report discusses trends in enrollment, funding, and quality standards, as well as English Language Learner and Special Education students, in state-funded pre-K between 2001-2002 and 2011-2012.
This page offers helpful resources on assessment from the 2013 CEELO Roundtable. (see “Presentations” and “Resources” tabs).
This webinar guides viewers in how to use data in the Yearbook to provide technical assistance in a state. It also directs viewers to additional resources.
This presentation provides an overview of the formative assessment cycle, demonstrates the role of standards in assessment, interprets examples of data to inform instruction, and highlights the connection between assessment and instruction. Shannon Riley-Ayers presented this material at the Wisconsin “UnConference” of Early Literacy.