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Tiered uses of KEA data across classroom, building, district, and state levels

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The brief organizes potential KEA uses by interest-holder level in an appendix table adapted from Garver and Yun and colleagues. At the classroom level, uses include tailoring individualized instruction and engaging families; at the building level, shaping schoolwide programming and tracking students in a data management system; at the district level, measuring curriculum effectiveness and informing resource allocation; and at the state level, evaluating progress toward state goals and allocating funding. Uses marked with an asterisk require a dedicated evaluation study.

Design Implications

Context

Requirements

  • Uses at district and state levels for evaluating program impact require a dedicated study with the purpose of evaluation

Constraints

  • KEAs cannot serve all of these purposes simultaneously

Target Learners

  • children entering kindergarten

Learning Goals

  • guiding instruction, programming, resource allocation, and progress monitoring from KEA data

Claims

Examples

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Key Sources

  • Rolla, A., Mottesi, G., Wylen, M., & Akinola, Y. (2024). Kindergarten Entry Assessments: An Examination of Best Practices, National Trends, and Recommendations. Region 15 Comprehensive Center at WestEd. https://wested.org/
Page metadata
Field Value
type design
id kea-data-uses-by-interest-holder-level
title Tiered uses of KEA data across classroom, building, district, and state levels
description The brief organizes potential KEA uses by interest-holder level in an appendix table adapted from Garver and Yun and colleagues.
status review
generated by process:settle-candidates on 2026-10-10
trust unverified — no one has confirmed this page's content
sources 1 — rolla-2024

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