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The predictive validity of kindergarten readiness judgments: Lessons from one state

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  • Jessica Goldstein
  • D. Betsy McCoach
  • HuiHui Yu

Abstract

Recent federal investments in early childhood assessment systems are the result of a national need for developmentally appropriate, psychometrically sound instruments to monitor young children and evaluate the effectiveness of their learning programs. In this paper, we examined the association between teachers’ perceptions of their students at the start of kindergarten and academic achievement in Grade 3 with hierarchical linear modeling using state-level data from nearly 30,000 students. The analyses showed that such an association exists even after accounting for student-level and school-level demographic variables and is moderated by the percentage of free-lunch-eligible students in a given school. Implications of these findings related screening and assessment at kindergarten entry are discussed.

Suggested Citation

  • Jessica Goldstein & D. Betsy McCoach & HuiHui Yu, 2017. "The predictive validity of kindergarten readiness judgments: Lessons from one state," The Journal of Educational Research, Taylor & Francis Journals, vol. 110(1), pages 50-60, January.
    • Handle: RePEc:taf:vjerxx:v:110:y:2017:i:1:p:50-60
    DOI: 10.1080/00220671.2015.1039111
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    Cited by:

    1. Xie, Sha & Li, Hui, 2021. "Are Chinese urban children ready for preschool? Latent profiles and associated predictors," Children and Youth Services Review, Elsevier, vol. 121(C).
    2. Livia Taverna & Marta Tremolada & Liliana Dozza & Renata Zanin Scaratti & Domahs Ulrike & Carlo Lallo & Barbara Tosetto, 2020. "Who Benefits from An Intervention Program on Foundational Skills for Handwriting Addressed to Kindergarten Children and First Graders?," IJERPH, MDPI, vol. 17(6), pages 1-24, March.

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