This study gathered information from practitioners on their perspectives of experiences implementing the North Carolina Kindergarten Entry Assessment (NC KEA). Initially, practitioners were invited to complete an online survey asking them to rate or provide information about several aspects related to implementing the assessment process. In total,…

The 2016-2017 academic year marks the second year of statewide implementation of the North Carolina K-3 Formative Assessment Process: Kindergarten Entry Assessment (FAPKEA). The assessment, developed and implemented by the Office of Early Learning (OEL) at the North Carolina Department of Public Instruction, is a comprehensive formative assessment…

The North Carolina K-3 Formative Assessment Process: Kindergarten Entry Assessment (NC K-3 FAP: KEA) is the initial step in the development of a comprehensive formative assessment process for young children from kindergarten entry through the end of third grade. The purpose of this qualitative study was to gather teacher and administrator feedback…

Many states have implemented or expanded state-funded prekindergarten programs in the last decade, encouraged by claims about the benefits that can be expected and the importance of early experiences for children's development, especially for economically disadvantaged children. However, there is remarkably little methodologically adequate…

This practicum sought to combat the problem of decreasing readiness skills and overall general knowledge of entering kindergarten students, by developing and implementing an integrated parent involvement program for regular and special education classes in preschool and kindergarten. The first phase involved parents and children in a home-based…

During 1989-90, British Columbia implemented a dual-entry kindergarten program based on developmental readiness. The program failed because developmental readiness was difficult to measure, random entries were the rule, and a compromise solution proved unsatisfactory. Acting out of a principled desire to serve children could not squelch rational,…

The goal of this conference was to assist early childhood professionals in their efforts to provide training to parents and family-focused, community-based transitions between preschool and school. The conference was also designed to assure children access to a high quality, developmentally appropriate preschool; adequate nutrition; and health…

This manual provides guidelines for early childhood programs and public school systems wishing to establish or formalize a transition process to meet the needs of preschool children moving into the public school system, based on the STEPS (Sequenced Transition to Education in the Public Schools) model developed in Kentucky. The manual begins with…

This summative evaluation of the district-wide Full Day Kindergarten Program presents a longitudinal view of the program's progress and outcomes from 1988 through 1991, including enrollment and achievement trends, the extent of program implementation, and the status of previous recommendations. Data were collected through site visits and…