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P-3 Content Standards and AssessmentSelected Research & Readings
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Selected Research & Readings

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Skills for Success: Supporting and Assessing Key Habits, Mindsets, and Skills in PreK-12 - Though high-quality pre-kindergarten programs for three- and four-year-olds focus on bolstering some of skills for success, K-12 schools have not historically followed suit. This report highlights several evidence-based, common, and nascent approaches to developing and assessing skills for success in PreK-12 that can help inform policy and practice. (Melissa Tooley and Laura Bornfreund, New America, November 2014)...

Skills for Success: Supporting and Assessing Key Habits, Mindsets, and Skills in PreK-12 - Skills for success are teachable and will support students academically, professionally and personally throughout their lives. The question is, how best to teach them? The authors provide four key recommendations: provide funding and resources for LEAs and schools to experiment with different implementation models and assessments, promote a more holistic approach to school assessment and accountability, and encourage shifts in educator practice, promote a more holistic, comprehensive system of assessments. (Melissa Tooley and Laura Bornfreund, New America Education Policy Program, November 2014)...

Unlocking Young Children's Potential: Governors' Role in Strengthening Early Mathematics Learning - Because a child's math ability has proved to be a better predictor of academic achievement than any other early childhood skill, the National Governors Association has decided to weigh in on math in early childhood. The association recommends building support for early math within the context of existing policy priorities such as prekindergarten expansion, aligning high-quality math standards throughout the education pipeline and promoting changes in policies that improve educator preparation. (National Governors Association, October 2014)...

Formative Assessment: Guidance for Early Childhood Policymakers - Formative assessment, a process that is one component of comprehensive assessment system, allows teachers to observe and interact with their students, learning daily about their development. Each child gets individualized instruction, a particular challenge with young children because they develop at different rates and their learning patterns can be uneven and rapid. This report provides a guide for policymakers considering formative assessment and issues involved in implementation. (Shannon Riley-Ayers, Center on Enhancing Early Learning Outcomes, April 2014)...

Early Childhood Education - See the Institute for Education Sciences' What Works Clearinghouse (WWC) for recommendations on early childhood education. The WWC reviews the research on the different programs, products, practices, and policies in education. Then, by focusing on the results from high-quality research, they try to answer the question “What works in education?” The goal is to provide educators with the information they need to make evidence-based decisions. (WWC, September 2013)...

Evaluating the Screening Accuracy of Florida Assessments for Instruction in Reading (FAIR) - Student performance on the interim Florida Assessments for Instruction in Reading (FAIR) was analyzed across grades 4-10 with the end-of-year Florida Comprehensive Assessment Test (FCAT) 2.0 to determine how well the FAIR and the 2011 FCAT 2.0 scores predicted 2012 FCAT 2.0 performance. The first key finding was that the reading comprehension screen of the Florida Assessments for Instruction in Reading (FAIR) was more accurate than the 2011 Florida Comprehensive Assessment Test (FCAT) 2.0 scores in correctly identifying students as not at risk for failing to meet grade-level standards on the 2012 FCAT 2.0. The second key finding was that using both the FAIR screen and the 2011 FCAT 2.0 lowered the underidentification rate of at-risk students by 12–20 percentage points compared with the results using the 2011 FCAT 2.0 score alone. (Barbara R. Foorman, Sarah Kershaw and Yaacov Petscher, National Center for Education Evaluation and Regional Evaluation, September 2013)...

A Next Social Contract for the Primary Years of Education - This report argues for expanding access to high-quality pre-k and increasing alignment of pre-k-3rd standards and practices. It also recommends starting public education at age three on a voluntary basis, embedding early education into the K-12 finance structure and providing professional development for all teachers of pre-k through third grade that covers the unique needs of young students. (Lisa Guernsey, New America Foundation, March 2010)...

Taking Stock: Assessing and Improving Early Childhood Learning and Program Quality - This report describes three critical components of any early childhood accountability system: An infrastructure that ensures high-quality assessments, efficient dissemination of information, and appropriate use of data; a system for assessment and program improvement that matches the purpose for collecting data; and alignment and linkage of the accountability system to the K-3 continuum. The report also offers guidance on when collecting child assessment data is necessary, precautions to take when doing so, and safeguards to "minimize the risks of misuse of assessment information." (National Early Childhood Accountability Task Force, Oct 2007)...

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