Description:
This report explores the early learning measurement landscape, why it is failing students, teachers, parents, and taxpayers, and what can be done to improve early learning assessment after the pandemic subsides. It highlights promising innovations that can help educators and policymakers implement better, more comprehensive measures of young children’s development that are suited to those children and not simply extensions of the standardized tests administered nationwide in grades 3 to 12. (author abstract)
Resource Type:
Reports & Papers
Funder(s):
Country:
United States
State(s)/Territories/Tribal Nation(s):
Alabama;
Alaska;
Arizona;
Arkansas;
California;
Colorado;
Connecticut;
Delaware;
District of Columbia;
Florida;
Georgia;
Hawaii;
Idaho;
Illinois;
Indiana;
Iowa;
Kansas;
Kentucky;
Louisiana;
Maine;
Maryland;
Massachusetts;
Michigan;
Minnesota;
Mississippi;
Missouri;
Montana;
Nebraska;
Nevada;
New Hampshire;
New Jersey;
New Mexico;
New York;
North Carolina;
North Dakota;
Ohio;
Oklahoma;
Oregon;
Pennsylvania;
Rhode Island;
South Carolina;
South Dakota;
Tennessee;
Texas;
Utah;
Vermont;
Virginia;
Washington;
West Virginia;
Wisconsin;
Wyoming