Longitudinal Evaluation of a Collaborative
Public School and Day Care Intervention Program in Pre-school and Kindergarten
In this study of an intervention program for children from public housing
projects in Boston, the children in the comparison group had more economic
advantages than those in the intervention group. The results demonstrated
a progressive catch-up effect in most observed behavior categories for
the intervention group. 1991. Document #329-366. Available from:
Boston College
School of Education
Campion Hall
Chestnut Hill, MA 02167
Testing in American Schools: Issues for Research
and Policy
by Patricia Morison
In 1990 Congress requested that its Office of Technology Assessment (OTA)
conduct an analysis of educational testing technologies and policies with
a particular focus on the role of the Federal Government in testing policy.
This Social Policy Report describes OTA, summarizes the current status
of proposals, reviews major research and policy issues, and summarizes
OTA's policy options for Congress. (Social Policy Report, Society For
Research In Child Development, Vol., VI, No.2.) Available from:
SRCD Executive Office
University of Michigan
300 N. Ingalls, 10th Floor
Ann Arbor, MI 48109-0406
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From the National
Association for the Education of Young Children
(NAEYC)
Developmental Screening in Early Childhood: A Guide,by Samuel
J. Meisels.. This guide describes how to organize and conduct an
early childhood screening program. This third edition includes advice
on selecting an appropriate screening instruments, sample forms, and NAEYC's
position statement on standardized testing. 1989.
Guidlines for Appropriate Curriculum Content and Assessment in Programs
Serving Children Ages 3 Through 8.
NAEYC's position on standardized testing in early childhood programs
restricts the use of tests to situations in which testing provides information
that will clearly contribute to improved outcomes for children. The guidelines
in NAEYC's position statement apply to all forms of standardized testing,
but primarily address the uses and abuses of achievment, readiness, and
developmental screening tests. NAEYC determined its position on the standardized
testing of children ages 3 through 8 in November 1987. A review of the
NAEYC's position can be found Young Children, March 1988.
Testing of Young Children: Concerns and Cautions. This
informative pamphlet addresses a number of issues related to the testing
of young children, types of standardized tests, and appropriate uses of
standardized tests. 1988. Document #582
Available from:
NAEYC
1509 16th Street, NW
Washington, DC 20036-1426
(202) 232-8777
(800) 424-2460
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High/Scope Child Observation Record
(COR) for Ages 2 1/2-6
This instrument for the alternative standardized testing of preschool
and kindergarten children focuses on children's active learning rather
than the passive learning measured by standardized school readiness and
achievement tests. A recenlty completed High/Scope study funded by the
U.S. Department of Health and Human Services found the meausre to be sufficiently
reliable when employed by early childhood teachers trained in its use.
Available from:
High/Scope Educational
Research Foundation
600 N. River Street
Ypsilanti, MI 48198-2898
(313)485-2000
(313) 485-0704 FAX
Standardized Tests and Our Children: A Guide to
Testing Reform
This guide supports the growing national movement to replace standardized, multiple-choice tests with performance-based assessments.
The Natoinal Center for Fair and Open Testing (FairTest) offers this guide to help parents, educators, and policy makers understand
the need to change the way we assess students. The 32-page pamphlet, which addresses grades K-12, is available
in English and Spanish. 1990. Available from:
FairTest
342 Broadway
Cambridge, MA 02139
(617) 864-4810
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