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P-3 Content Standards and AssessmentSelected Research & Readings (Additional Resources)
 
  P-3 CONTENT STANDARDS AND ASSESSMENT
 
What States Are Doing
Selected Research & Readings
 


P-3
P-3 Child Care
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Reading/Literacy


Early Childhood Assessment: Why, What, and How - This National Research Council report articulates the latest understanding of best practices in early childhood assessments, leading with the basic principle that the purpose of each assessment should drive decisions about what to measure, how to measure it, and how to use the data. Guidelines for these processes are provided to ensure that the benefits of assessing young children outweigh any negative effects on the children, adults, or programs, such as making children anxious or overburdening teachers. (National Research Council, 2008)...

Early Learning Standards: Results from a National Survey to Document Trends in State-Level Policies and Practices - This article in Early Childhood Research and Practice shows that nearly all states have established early learning standards for the pre-k years, with many more adopting or starting to work with standards for infants and toddlers. Through state by state charts the article gives the stated purpose of the early learning standards and shows: how those standards are aligned with K-12 standards, curricula, and assessment and guide the instruction of English Language Learners and children with disabilities; whether pre-k programs are required to use standards; if states have a monitoring system in place; how states support implementation of standards; and the extent to which states have infant-toddler learning standards in place. (Early Childhood Research and Practice, University of Illinois at Urbana-Champaign, 2007)...

Quality in Early Childhood Care and Education Settings: A Compendium of Measures - This compendium from Child Trends provides an overview of instruments that assess the quality of early childhood education settings. It includes fact sheets for more than 30 measures with key information such as cost and the time needed to administer each. A number of charts also allow the reader to make comparisons among the measures based on the ages of children and program settings they are designed for, the primary purpose of the instrument (e.g., monitoring vs. evaluation), the intended user, and the data collection methods (e.g., observation, interview, survey)....

Final Report of the NGA Task Force on School Readiness: Building the Foundation for Bright Futures - This report from the National Governors Association Task Force on School Readiness “sought to identify actions that governors and states can take to support families, schools, and communities in their efforts to ensure that all children start school ready to reach their full potential.” The policy framework is organized by the concepts of ready schools, ready communities, ready families, ready children, and ready states. The report offers recommendations that governors can review in the context of their states. (National Governors Association, 2005)...


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