Comparing the Potential Utility of Kindergarten Entry Assessments to Provide Evidence of English Learners' Knowledge and Skills

Nine state Kindergarten Entry Assessments (KEAs) and policies were reviewed to determine if they yielded evidence of English learners (ELs) knowledge and skills that could inform kindergarten teachers' instruction. The study focused on: (1) inclusion of items specific to ELs, (2) if KEA allows or mandates linguistic accommodations, (3) if the linguistic capacity of the assessor/observer is considered, and (4) if EL research was used in developing the KEA. The results of the study placed the nine KEAs on a less-to-more continuum. Implications of the study for policymakers are discussed.