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Home Products Report examines the results and lessons learned from a new statewide kindergarten entry assessment
As a growing number of states adopt kindergarten entry assessments, education leaders can benefit from other states’ experiences and challenges. A new report from Regional Educational Laboratory (REL) Midwest examines the first statewide administration of Illinois’s new kindergarten entry assessment, the Kindergarten Individual Development Survey (KIDS). The findings provide a baseline for future years and highlight lessons learned.
>> Read and download the full report
Beginning in fall 2017, all kindergarten teachers in Illinois were required to administer KIDS during the first 40 days of school to report on each child’s skills at the start of kindergarten. At the request of the Illinois State Board of Education (ISBE), REL Midwest and the Midwest Early Childhood Education Research Alliance (MECERA) conducted a study of Illinois’s first statewide administration of KIDS.
The study had three goals:
The study used data from the fall 2017 administration of KIDS as well as state student records, the federal Common Core of Data, and fall 2017 interviews with nine kindergarten teachers and nine principals in Illinois. The research team analyzed the quantitative data using psychometric and regression analyses and analyzed the interviews by coding transcripts to identify themes. The sample included 113,716 Illinois children who had ratings on at least 80 percent of the 14 required KIDS items.
The study of the fall 2017 KIDS data highlighted gaps in Illinois children’s skills at the start of kindergarten as well as several challenges and needs related to KIDS data collection and reporting.
The study’s results have several implications for the state, Illinois districts, and kindergarten teachers and the principals and staff who support them. The findings also can serve as a guide for other states that have adopted or are considering adopting a kindergarten entry assessment.
Through MECERA, REL Midwest and ISBE are using the study’s findings to inform training for Illinois educators on how to observe children during developmentally appropriate instruction to collect KIDS data as well as training on how to use KIDS data to tailor instruction. In addition, REL Midwest and ISBE are providing training to support Illinois prekindergarten providers in interpreting and using KIDS data.
Author(s)
Joni Wackwitz
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