|
Early childhood assessments can provide important information to guide instruction and inform policy. Given the widespread and growing use of statewide kindergarten entry assessments, it is important to understand how to choose and use assessments wisely. This brief summarizes research and provides recommendations for state policymakers about how to select, develop, and implement high-quality assessments that can both improve policy systems and support equitable learning.
|
Kindergarten entry assessments, when well designed and well used, have the potential to support high-quality equitable learning by guiding instruction and supporting whole child development. However, when poorly designed or misused they can foster poor teaching practices and exacerbate inequity. Some states and districts have developed thoughtful, holistic systems that can be used from preschool through early elementary school to support developmentally appropriate instruction.
|
Thanks to unprecedented funding from the American Rescue Plan and other federal, state, and local resources, school districts across the country are leveraging several evidence-informed strategies to accelerate learning and support student wellbeing. Local initiatives include conducting formative assessments to measure and support students’ growth and health, providing high-quality tutoring that is connected to classroom instruction, and expanding learning time.
|
In this issue of the Reimagining College Access newsletter: RCA holds first Leading Places Community meeting, the impact of test-optional admissions, and data analysis reveals a racial gap for in-state student enrollment.
|
High-quality early childhood experiences depend upon ongoing formative assessments. High-quality assessments enable teachers to monitor each student’s changing skills and competencies and to tailor instruction to reinforce children’s strengths and support individualized growth. Aggregated assessment data can also be used to identify system-level patterns, strengths, and gaps that can inform equitable resource allocation and investments in early childhood and elementary programs and initiatives.
|
In this issue of the Reimagining College Access newsletter: RCA establishes Regional Collaborative in California, new commission on racial equity in admissions, and report urges University of California to not add a new admissions test.
Anna MaierJulie AdamsDion BurnsMaya KaulMarisa SaundersCharlie Thompson
|
Performance assessments are a strategy to improve educational outcomes, but relatively little research examines the key conditions needed to support the implementation of high-quality performance assessments at the district, school, and classroom levels. Initiatives in three California school districts—Los Angeles, Oakland, and Pasadena—provide lessons learned and showcase the role districts can play in facilitating the effective use of performance assessments.
Anna MaierJulie AdamsDion BurnsMaya KaulMarisa SaundersCharlie Thompson
|
When used effectively, performance assessments support the development of students’ higher-order thinking skills, help improve teachers’ instructional practices, and ultimately allow students to demonstrate college and career readiness through a culminating assessment. This study examines the role districts can play in fostering their effective use and looks at lessons learned in three California districts.
Linda Darling-HammondAbby SchachnerAdam K. Edgerton Aneesha Badrinarayan Jessica CardichonPeter W. Cookson, Jr.Michael GriffithSarah KlevanAnna MaierMonica Martinez Hanna MelnickNatalie Truong Steve Wojcikiewicz
|
The disruption to education caused by the pandemic presents an opportunity for policymakers and educators to seize the moment to reimagine schooling using safe, equitable, and student-centered approaches. This framework provides research, state and local examples, and policy recommendations for 10 key areas of education.
|
The disruption to education presents an opportunity for policymakers and educator to seize the moment to reimagine schooling using safe, equitable, and student-centered approaches. A new, comprehensive framework by the Learning Policy Institute outlines how policymakers and education leaders can address the pressing question of how to reopen schools safely, effectively, and equitably to serve the needs of the whole child.
