School Readiness Assessments for Class Placements and Academic Sorting in Kindergarten

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Curran et al. - Readiness Assessments - Educational Policy - Accepted Version.pdf (273.99 KB)

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http://journals.sagepub.com/doi/full/10.1177/0895904818802109

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https://doi.org/10.1177/0895904818802109
 http://hdl.handle.net/11603/11764

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UMBC School of Public Policy
UMBC Faculty Collection

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Date

2018-09-26

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journal article post-print
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Citation of Original Publication

F. Chris Curran, Michael H. Little, Lora Cohen-Vogel, Thurston Domina, School Readiness Assessments for Class Placements and Academic Sorting in Kindergarten, 2018, https://doi.org/10.1177/0895904818802109

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Access to this item will begin on September. 27, 2019.

Subjects

sorting
tracking
data use
elementary
Early Childhood Longitudinal Study (ECLS)

Abstract

Kindergarten readiness assessments are commonly used in schools nationwide. Prior work shows that the use of such assessments for class placement decisions has increased in recent years. This article uses the Early Childhood Longitudinal Study of 2011 to explore whether the use of readiness assessments for such purpose predicts differential sorting of students across classrooms by prior academic ability. Results from multilevel models as well as other sensitivity analyses suggest that the use of readiness assessments for classroom placements is predictive of slightly higher cross-class ability sorting, particularly in English/language arts. The implications for policy and practice are discussed.