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SERVE Center - The University of North Carolina at Greensboro

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Assessing Kindergarten Children: What Schools Need to Know

  • PDF
  • Author: Catherine Scott-Little, Judith Niemeyer

This guide is designed for school district personnel and other early childhood administrators involved in designing large-scale assessment systems for kindergarten-age children. It presents research-based information on the best practices for assessing young children and describes a process that can be used when designing and implementing an assessment system.



Assessing the State of State Assessments: Perspectives on Assessing Young Children

  • PDF
  • Author: Catherine Scott-Little, Sharon Lynn Kagan, Richard M. Clifford

This document includes a series of papers on theoretical and practical issues associated with wide-scale assessment systems that collect data from preschool- and kindergarten-age children.



Continuity in Early Childhood: A Framework for Home, School, and Community Linkages

  • PDF
  • Author: Developed by the Regional Educational Laboratories Early Childhood Collaboration Network.

This document is designed to support and facilitate the continuity of services for children, ages birth to eight, and their families. It is intended for use by communities that are attempting to develop comprehensive, integrated services. Also included is a guide for using the document to form these linkages among home, school, and community partners.



English Language Learners in the Southeast: Research, Policy, & Practice

  • PDF
  • Author: Victoria Mikow-Porto, Stephanie Humphries, Paula Egelson, Debra O'Connell, John Teague, Lauren Rhimm

The purpose of this report is to provide a synthesis of research studies that yield policy findings about instructional policies and programs for ELL students.



Evaluation of the Effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI)

  • PDF
  • Author: Dennis Newman, Pamela Finney, Steve Bell, Herb Turner, Andrew P. Jaciw, Jenna L. Zacamy, Laura Feagans Gould.

A rigorous study conducted in Alabama by the SERVE Center at The University of North Carolina at Greensboro has found that the Alabama Math, Science, and Technology Initiative (AMSTI) implemented in grades 4-8, had a positive impact on student achievement.