Measuring Childrens Progress from Preschool Through Third Grade

Research in the past few decades illustrating the potential benefits of quality early childhood education has led to an increase in state-funded programming. This paper discusses measurement of child outcomes in the context of evaluating effectiveness of preschool programs and highlights ways in which this challenge is being addressed. Problems related to relying solely on traditional, on-demand standardized tests to assess achievement of young children are explained. The author notes that observational measures that span the preschool to elementary age range offer an alternative to direct testing. The use of these measures in formative evaluation efforts is discussed with the caution that high stakes should never be attached to these measures. Using a multimethod approach would provide a richer portrayal of children's performance. The paper concludes with a brief discussion of measuring classroom quality and recommendations for next steps.