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Early Education and Development Volume 31, 2020 - Issue 5: Kindergarten Entry Assessments: Policies, Practices, Pitfalls, and Psychometrics. Guest edited by: Debra J. Ackerman and Richard Lambert
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Moving Kindergarten Entry Assessments from Policy to Practice Evidence from North Carolina

Michael Littlea American Institutes for ResearchCorrespondence[email protected]
,
Lora Cohen-Vogelb University of North Carolina at Chapel Hill
,
James Sadlerb University of North Carolina at Chapel Hill
&
Becca Merrillb University of North Carolina at Chapel Hill
Pages 796-815 | Published online: 12 Feb 2020

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Read on this site (2)

Karen F. Kehoe, Anita S. McGinty, Amanda P. Williford & Jessica V. Whittaker. (2021) Behavioral Self-Regulation as a Protective Factor for Children at Risk of Reading Failure: Predicting First-Grade Reading from Kindergarten Entry Assessment (KEA) Data. Early Education and Development 32:7, pages 994-1015.
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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 (2)

Kathryn Zimmermann, Qingqing Yang, Arya Ansari & Kelly Purtell. (2024) An examination of the use and outcomes of readiness assessments, retention policies, and title 1 funding for kindergarten children in the United States. Early Childhood Research Quarterly 67, pages 78-88.
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Becca Merrill, Lora Cohen-Vogel, Michael Little, James Sadler & Kenya Lee. (2020) “Quality” assurance features in state-funded early childhood education: A policy brief. Children and Youth Services Review 113, pages 104972.
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