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Katherine M. Barghaus, Katie Dahlke, John W. Fantuzzo, Eboni C. Howard, Natalie Tucker, Emily Weinberg, Feng Liu, Benjamin Brumley, Ryan Williams & Kristin Flanagan. (2023) Validation of the Pennsylvania Kindergarten Entry Inventory: Examining Neglected Validities in Large-scale, Teacher-Report Assessment. Early Education and Development 34:4, pages 940-962.
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James Soland, Anita McGinty, Allison Gray, Emily J. Solari, Walter Herring & Rujun Xu. (2022) Early Literacy, Equity, and Test Score Comparability during the Pandemic. Educational Assessment 27:2, pages 98-114.
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Debra J. Ackerman & Richard Lambert. (2020) Introduction to the Special Issue on Kindergarten Entry Assessments: Policies, Practices, Potential Pitfalls, and Psychometrics. Early Education and Development 31:5, pages 629-631.
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Articles from other publishers (3)
Christopher P. Brown. (2023) Policy Justice Through Critical Qualitative Inquiry: Examining the Issue of School Readiness. Qualitative Inquiry 30:1, pages 59-70.
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Kylie M.L. Seeley, B. Alex Foster, Katharine E. Zuckerman & Jaime W. Peterson. (2023) Positive deviance in the Oregon kindergarten assessment: Identifying schools and communities that are beating the odds. Early Childhood Research Quarterly 62, pages 360-368.
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Virginia E. Vitiello & Amanda P. Williford. (2021) Alignment of teacher ratings and child direct assessments in preschool: A closer look at teaching strategies GOLD. Early Childhood Research Quarterly 56, pages 114-123.
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