Pre-Kindergarten and Kindergarten Alignment of Standards, Curriculum, and Assessment: One State's Experience ("A Single Step")

This pilot study analyzed the conditions of alignment – of early learning standards, curricula, and assessments – in the state of Connecticut. The purpose of looking at these components, and how they are aligned in the early education process, was to more effectively gauge whether what young children are expected to know and be able to do relates to what is being taught (the alignment of standards and curriculum).

The study sought to better understand the realities of alignment: (1) within pre-kindergarten settings; (2) within kindergarten settings; and (3) between per-kindergarten and kindergarten settings. Without such an analysis of alignment, assessments remain inaccurate indicators of often irrelevant information. A systematic analysis of the alignment of early learning standards, curriculum, and assessment is necessary if state education systems are to address the critical transitions and pedagogical steps in children's early learning.

Funding Source: A.L Mailman Family Foundation, Regional Education Laboratory (SERVE), with funding from the U.S. Department of Education.

Contact: Sharon Lynn Kagan, Ed.D.

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