Assessing School Readiness: Validity and Bias in Preschool and Kindergarten Teachers' Ratings |
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| Authors: | Andrew J Mashburn Gary T Henry |
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| Institution: | Andrew J Mmhburn is a researcher in the Andrew Young School of Policy Studies, Georgia State University, Atlanta, GA;. He is a Community Psychologist whose areas of expertise include intervention and evaluation of early childhood education, programs.;Gary T. Henry is Professor, Department of Public Administration and Urban Studies, Andrew Young School of Policy Studies, and Department of Political Science, Georgia State University, P. O. Box 4039, Atlanta, GA 30302;. His research interests include evaluation of early childhood education programs, influences on and impacts of education policy, agenda setting, and mass opinion. |
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| Abstract: | As a part of efforts to evaluate and monitor the increasing public investment in early childhood education, teachers are being asked to assess children's school readiness. In this study, preschool teachers and kindergarten teachers rated children's skills in three areas (kindergarten readiness, academic skills, and communication skills), and these ratings were compared with direct assessments of the children's skills. Ratings by both groups of teachers tended to be more highly related to basic skills, such as counting and number naming, than to abilities such as solving applied problems and using expressive and receptive vocabulary. Preschool teachers' ratings had a lower association with children's observed skills and abilities than kindergarten teachers' ratings. Ratings of children attending Head Start were systematically inflated, but this relationship was mediated to a significant extent by the teachers' levels of education. More educated teachers rated children in a manner consistent with the children's directly assessed skills. Implications of these findings for informing future efforts to assess school readiness by using teacher ratings are discussed. |
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| Keywords: | bias school readiness teacher ratings validity |
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