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.

State of the States Policy Snapshot: State Early Childhood Assessment Policies

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Author(s): Diane Schilder and Megan E. Carolan
Date: March 2014

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.

Equity and Excellence: African-American Children’s Access to Quality Preschool

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Author(s): W. Steven Barnett, Megan E. Carolan, and David Johns
Date: November 2013

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).

Focus on Formative Assessment

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Date: October 2013

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.

Using Data to Drive Literacy Instruction K-3

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Date: April 2013

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.

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