NWEA research brief: Trends in children's academic skills at school entry, 2010–2017¶

Element · All elements
Evidence · no claims cited

Description¶

A research brief published by NWEA Research in 2019, authored by Megan Kuhfeld, James Soland, Christine Pitts, and Margaret Burchinal. The page describes it as a study that "provides the first national insight into trends and disparities in the academic skills of children at school entry" for students who began kindergarten between 2010 and 2017. It is tagged under the topics Equity and Early learning, and companion versions exist as a journal article and a working paper.

Design Implications¶

Context¶

Requirements¶

• Readers need access to the brief itself, which the page offers via a "View research brief" link

Constraints¶

• The page supplies only the brief's summary description, not its findings or statistics

Target Learners¶

• children entering kindergarten

Target Learning Goals¶

• academic skills at school entry, including math and reading readiness

Related Elements¶

• Companion journal article: Mind the kinder-gap — new data on children's math and reading skills at kindergarten entry

Examples¶

• Use kindergarten-entry test data for early identification so educators can intervene before third grade

Key Sources¶

• Kuhfeld, M., Soland, J., Pitts, C., & Burchinal, M. (2019). Trends in children's academic skills at school entry: 2010 – 2017. NWEA Research. https://www.nwea.org/research/publication/trends-in-childrens-academic-skills-at-school-entry-2010-2017/.