Presentation Overview
       •  Making the case for the collection of 
          student achievement data for grades K – 2 
       •  Review of state assessment policies for 
          grade K – 2
       •  Maryland Case Study: Kindergarten Entry 
          Assessment in Comparison to Grade 3 
          Results
       •  Tennessee Case Study: Use of a Grade 2 
          Assessment to Inform Instruction
        Making the case for the collection of student 
        achievement for grades K – 2 
       •  A report by the Anne E. Casey Foundation described the importance of 
          reading proficiently by the end of third grade as a make-or-break benchmark.
            – The inability to read with comprehension is linked to negative outcomes 
                for both individuals and society.
       •  Research links success in early mathematics to overall school success. 
            – In addition, gains in mathematics knowledge from preschool to late first 
                grade are more predictive of mathematics achievement at age 15 than 
                preschool knowledge.
       •  NAEP results from the 2017 assessment indicated 35% of fourth grades read 
          at a proficient level, and 33% failed to reach the basic level. For fourth grade 
          mathematics, 40% of the students achieved proficiency and, and 21% failed to 
          achieve at the basic level. 
            – A vast majority of students are already behind by grades 3 and 4, and it is 
                increasingly difficult for them to catch up. 
        Review of state assessment policies for  
        grades K – 2 
            •   ACT published a report in 2016 in which the author found 35 states have 
                some form of state assessment in grades K – 2; 18 states allowed 
                districts to select assessments from a state-approved list.
            •   In a follow-up released this year, 35 states offered some type of a state 
                assessment in K – 2. Six states offered both a statewide assessment as 
                well another type of test (i.e., an optional assessment or one in 
                development). 
            •   In 32 of the 35 states, the state mandated certain assessments for all 
                students, and one state required an assessment for select schools. 
            •   Of these state required assessments, only four were end-of-year 
                summative assessments; a decrease from six states requiring summative 
                assessments based on the 2016 study. 
            •   There is a growing interest in allowing districts to select an assessment 
                from a state-approved list. 
      The Maryland Case Study
          Beginning in 2014, Maryland implemented a Kindergarten Readiness 
          Assessment to be administered to students upon their entry into 
          kindergarten. 
          When projecting the demonstrating readiness cut score for the overall scale 
          to the subdomains of ELA and mathematics, one finds the following:
                Year        % Demonstrating      % Demonstrating 
                            Readiness in ELA     Readiness in Mathematics
                   2014             42%                    47%
                   2015             40%                    43%
                   2016             38%                    40%
                   2017             37%                    40%
    The Maryland Case Study