Aligning Early Learning Assessments from Pre-K through 2nd Grade

This study aims to explore the multiple student performance assessments that Chicago Public Schools (CPS) administers in grades pre-K through 2^nd (e.g., literacy and math). By analyzing and aligning these assessment data, this project will explore:

(1)     How can CPS’ multiple early learning assessments be used to create a more holistic picture of student performance?

(2)     How well do these assessments advance an understanding of early learning as children progress through early elementary school?

(3)     How might the test scores of CPS students across inform larger assessments of progress and identify areas for improvement?

Data from these assessments was initially collected to assess student performance across various early learning domains at multiple time points, serving diverse purposes. This study integrates these data to understand how they might be used collectively to create a holistic picture of student performance or to determine where one assessment might be more suitable for certain uses or questions than others.

The goal of this project, conducted in collaboration with the CPS Office of Early Childhood Education, is to help our CPS partners improve the alignment of instruction, intervention, and assessment across the early grades.

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