Reimagining K-2 Assessment: Insights from State Leaders, Educators, and Families
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| Title: | Reimagining K-2 Assessment: Insights from State Leaders, Educators, and Families |
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| Language: | English |
| Authors: | Samantha Wulfsohn, Kara Helzner, Alexandra Giles, MDRC |
| Source: | MDRC. 2025. |
| Availability: | MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Walton Family Foundation |
| Document Type: | Reports - Descriptive |
| Education Level: | Elementary Education Early Childhood Education Kindergarten Primary Education Grade 1 Grade 2 |
| Descriptors: | Student Evaluation, Elementary Education, Elementary School Students, Kindergarten, Grade 1, Grade 2, Early Childhood Education, Academic Achievement, Diagnostic Tests, Screening Tests, Evaluation Utilization, Educational Indicators, Teacher Attitudes, Administrator Attitudes, Parent Attitudes, Caregiver Attitudes, Evaluation Methods, Evaluation Problems, Evaluation Needs, Measurement Techniques |
| Abstract: | High-quality learning experiences before kindergarten can provide a strong foundation for children's success in early elementary school and beyond. Such early learning experiences have only become more important for all children as average math and reading skills measured in fourth grade have declined over time, a decline that started even before the COVID-19 pandemic and has only worsened following it. To support children's learning, educators, families, and policymakers need high-quality, reliable information about their needs, abilities, and progress, starting in pre-K and continuing into the early grades. To better understand the existing landscape of K-2 assessments, MDRC held a series of conversations with parents and caregivers, educators, and state leaders, centered on their experiences with these assessments and their perspectives on them and their potential. This brief organizes insights from these engagements into three overarching themes, each accompanied by suggestions for assessment-design features intended to improve assessments from pre-K through second grade that could help address the needs and aspirations shared by stakeholders. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | ED678134 |
| Database: | ERIC |
| Abstract: | High-quality learning experiences before kindergarten can provide a strong foundation for children's success in early elementary school and beyond. Such early learning experiences have only become more important for all children as average math and reading skills measured in fourth grade have declined over time, a decline that started even before the COVID-19 pandemic and has only worsened following it. To support children's learning, educators, families, and policymakers need high-quality, reliable information about their needs, abilities, and progress, starting in pre-K and continuing into the early grades. To better understand the existing landscape of K-2 assessments, MDRC held a series of conversations with parents and caregivers, educators, and state leaders, centered on their experiences with these assessments and their perspectives on them and their potential. This brief organizes insights from these engagements into three overarching themes, each accompanied by suggestions for assessment-design features intended to improve assessments from pre-K through second grade that could help address the needs and aspirations shared by stakeholders. |
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