Administering the Kindergarten Readiness Assessment to a subset of students per classroom greatly reduces precision of schools' K-3 growth estimates¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q2 i? Administering the Kindergarten Readiness Assessment to a subset of students in each classroom, as opposed to all students, greatly reduces the precision of schools' K-3 growth estimates. → Lisa Dragoset 2019
Evidence¶
Lisa Dragoset 2019¶
Lisa Dragoset, Cassandra Baxter, Dallas Dotter, Elias Walsh. (2019). Measuring School Performance for Early Elementary Grades in Maryland. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education, Evaluation, and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. https://www.mathematica.org/publications/measuring-school-performance-for-early-elementary-grades-in-maryland
q2 · i? · associational · r?
The report contrasts subset administration of the Kindergarten Readiness Assessment with administering it to all students, finding subset administration "greatly reduces the precision" of schools' K-3 growth estimates.
"Administering the Kindergarten Readiness Assessment to a subset of students in each classroom (as opposed to all students) greatly reduces the precision of schools’ K–3 growth estimates."
Discussion¶
Related Claims¶
- Schools' K-3 growth estimates are likely less valid than grade 3-4 growth estimates but have similar precision — related
- Schools' K-3 growth estimates are much less precise for smaller schools than for larger schools — related
- A K-3 school-level growth measure was estimated and examined, with validity and precision concerns suggesting cautious use for accountability — related
- Maryland lacked a measure of schools' support of academic growth from kindergarten to grade 3, creating a critical accountability need under ESSA — related
- Including track indicators and classroom achievement controls simultaneously reduces precision of value-added estimates — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
kra-subset-administration-greatly-reduces-growth-precision |
title |
Administering the Kindergarten Readiness Assessment to a subset of students per classroom greatly reduces precision of schools' K-3 growth estimates |
description |
Administering the Kindergarten Readiness Assessment to a subset of students per classroom greatly reduces precision of schools' K-3 growth estimates |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lisa-dragoset-2019 |
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