1
Kindergarten Entry
Assessments
An Examination of Best Practices,
National Trends, and Recommendations
June 2024
Andrea Rolla, Gabriela Mottesi, Mel Wylen, Yetunde Akinola
Kindergarten entry assessments (KEAs) are evaluations administered to
students before or during the initial weeks of kindergarten. Their primary role is
to guide instructional practices and assess development, aiming to support
children’s learning across different domains, including language, early literacy,
and social-emotional skills (Harding et al., 2020). This brief outlines the
characteristics of high-quality KEAs, the various ways these assessments may
be used, the different types of KEAs and related national trends, and ends with
recommendations for policymakers and practitioners.
Key Points
• KEAs are evaluations administered to students at the start of kindergarten to assess
their development and guide instructional practices.
• High-quality KEAs span five developmental domains, contain clear and culturally
and linguistically responsive administration guidelines, align with curriculum
standards and other early childhood assessments, and are supported by additional
resources like professional development.
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• KEA data may be utilized with various interest holders in diverse ways, including
informing tailored instruction, shaping schoolwide programming, guiding resource
allocation, and evaluating progress towards state goals.
• Effectively choosing and implementing KEAs requires considering cultural and
linguistic diversity, reliability and validity, resource allocation, training, alignment,
collaboration, and parental involvement.
• Only 15 states and the District of Columbia mandate kindergarten attendance.
• As of May 2024, 34 states require some type of statewide or district-level KEA be
administered to all incoming students.
Characteristics of High-Quality KEAs
A high-quality KEA is characterized by appropriate content, clear administration
guidelines, and alignment with curriculum standards and other early childhood
assessments. The content ideally encompasses five child development domains:
physical well-being, social-emotional, learning approaches, language and literacy, and
cognitive development (K–3 Formative Assessment Consortium; Weisenfeld et al.,
2020; Yun et al., 2021) and is designed to gather comprehensive student data. KEAs
should cater to diverse learning styles, be culturally responsive and linguistically
appropriate, provide reliable data collection, and be administered to all students (K–3
Formative Assessment Consortium; Yun et al., 2021; Minnesota Department of
Education et al., 2020; Nevada Early Childhood Advisory Council, 2012).
Alignment to standards and other early childhood assessments is crucial to ensure the
effectiveness of KEAs. Integration with student formative assessment over time
enhances the impact of KEAs on students’ educational journeys. This alignment also
promotes consistent instruction and a shared understanding of developmental
milestones (Weisenfeld et al., 2020). Furthermore, alignment with other assessments in
elementary can foster cohesion, potentially close achievement gaps, and improve child
outcomes (Kauerz & Coffman, 2019).
Ongoing educator support plays a pivotal role in maximizing the effectiveness of KEAs.
Professional development opportunities for teachers, timely documentation tools, and
user-friendly data management systems enable educators to utilize KEA data effectively
(Shields et al., 2016; Yun et al., 2021). This comprehensive support ensures that KEAs
are integrated seamlessly into the teaching and learning process.
Appropriate Uses of KEAs
KEAs can be used for many purposes: to tailor instruction, pinpoint strengths and needs
of individual children and groups, identify students in need of additional assessments,
foster stronger teacher-parent partnerships, and monitor student progress (Garver,
2020; Yun et al., 2021). Additionally, KEAs may be used to identify and plan needed
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supports, guide early learning programs, inform professional development, and improve
collaboration and alignment across grades (Garver, 2020; Yun et al., 2021). Trends and
data from KEAs may help to inform decisions regarding state programs, policies, and
resource allocations (Regional Educational Laboratory Program, n.d.). While KEAs may
serve diverse purposes, it is important to note that KEAs cannot do all of these things
simultaneously. See Table 1 in the appendix for a more detailed description of the
potential uses of KEAs at the classroom, building or site, district, and state levels.
KEA data should not be used as part of an accountability system for students, teachers,
or early learning providers. Additionally, they should not be utilized to delay the start of
kindergarten for a student nor to diagnose a child with a learning disability (Yun et al.,
2021). The effectiveness of using a KEA to evaluate programs relies on the presence of
a dedicated study designed for that purpose.
Types of KEAs
There are two main types of KEAs: state assessments and national standardized
assessments. This brief refers to state assessments as tests designed by or for a
specific state(s), while national, standardized assessments are tests created with a
broader applicability for any state to use. Both state and national KEAs have the
potential to inform instructional decisions, support family engagement, and guide policy-
level efforts to enhance early learning systems. One type is not necessarily more
beneficial than the other. The benefit of these assessments is contingent on factors
such as assessment quality, alignment with standards, and effective implementation
strategies. The decision to use either a state or more broadly applicable national KEA
depends upon the state’s intended objectives for utilizing the assessment. This includes
choosing from a variety of assessment types, such as observation-based, direct,
criterion-referenced, or norm-referenced. The choice of assessment should respond to
a state’s specific context, the composition of that state’s population, and the desired
mechanisms for implementation.
State KEAs
State KEAs are generally tailored to each state's specific early learning standards and
educational priorities (Yun, 2021). These assessments aim to evaluate a wide range of
domains, including language, literacy, math, science, executive function, and social-
emotional skills, to give teachers a comprehensive understanding of each child’s
readiness for the kindergarten curriculum. The content and structure of state KEAs vary,
as states have the flexibility to design assessments that align with their educational
objectives and the needs of their student population (Yun, 2021).
National Standardized KEAs
General KEAs seek to provide a consistent, standardized measure of child development
across multiple states. These assessments cover essential domains such as social-
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emotional, cognitive, language and literacy, mathematical and scientific reasoning, and
physical development, intending to offer a holistic view of each child’s skills and abilities.
The content and administration of general assessments are typically more uniform,
allowing for cross-state comparisons and the identification of national trends in
kindergarten readiness (Yun, 2021).
National Trends
While current research highlights the advantages of using KEAs effectively and
appropriately, most states are still in the nascent stages of exploring, developing, and
implementing these assessments. This slow adoption is underscored by the fact that
only 15 states and the District of Columbia mandate kindergarten attendance for all
children within their jurisdictions. Of those 15 states, 11 still require that students take a
KEA: Arkansas, Delaware, Hawaii, Louisiana, Maryland, Massachusetts, Nevada, New
Mexico, Ohio, South Carolina, and Virginia. For more information on each state’s
kindergarten attendance and entry assessment requirements, see Table 2 in the
appendix.
Our research accounts for 37 states that mandate a statewide or district-level KEA for
incoming students. Of those 37 states, 22 use state-specific KEAs, while 13 utilize
national assessments. Texas is the only state that offers both state and national
assessment options. Hawaii is the only state that does not detail its KEA options,
although it requires students to take a KEA. The most common commercially created
assessments include Teaching Strategies Gold (offered by five states), the Desired
Results Development Profile (offered by four states), and the Brigance assessments
(offered by four states). See Table 2 in the appendix for more details surrounding KEA
requirements and types of assessment offered.
Recommendations for KEA Considerations
The following summary recommendations are provided for policymakers and
practitioners to consider in the selection and execution of a high-quality KEA: cultural
and linguistic responsiveness, standardization and reliability, resource allocation and
training, alignment to other educational levers, and collaboration and parental
involvement.
Cultural and Linguistic Diversity
KEAs should be culturally responsive and linguistically appropriate, ensuring equitable
assessments for all children regardless of their background (Yun et al., 2021).
Assessments should accommodate English learners and children with special needs,
with policies in place regarding assessors’ linguistic capacities (Ackerman, 2018a,
2018b). Proficiency in native languages should be considered alongside English
(National Research Council, 2008). Additionally, the diverse backgrounds of all
students, including Hispanic/Latino students, Indigenous students, and students who
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speak various dialects, should be considered. Students’ families’ countries of origin,
dialects, language use at home, and length of time in the United States should also be
considered. Additionally, to ensure success, the KEA should avoid being highly scripted,
inauthentic, or excessively lengthy. KEAs should encompass a comprehensive range of
developmental domains and avoid bias in assessment design or implementation
(Weisenfeld et al., 2020).
Standardization and Reliability of Assessment
High-quality KEAs adhere to appropriate practices, being reliable, valid, fair, and aligned
with state learning standards (National Research Council, 2008; Yun et al., 2021). They
should offer clear administration guidelines, reliable data collection, and revisions based
on teacher feedback (Ackerman, 2018b). Addressing construct-irrelevant issues, such
as linguistic and cultural biases in assessment design or implementation, is vital,
particularly for multilingual learners (Ackerman, 2018a).
Resource Allocation and Training
Allocating additional resources for support is essential for accurate and reliable KEA
administration. This includes providing professional development opportunities for
teachers in addition to offering user-friendly data management systems. The
assessment process should also avoid being overly scripted or lengthy for educators
and students (Ackerman, 2018b). Teachers may require additional training or technical
assistance to effectively assess multilingual learners (Ackerman, 2018a). With the
judicious allocation of time and resources, the KEA can bridge assessments from early
childhood education and later K–3 or other elementary assessments.
Alignment
Beyond being a standalone assessment, the KEA should align with formative
assessment practices, professional learning, and systemic support. A balanced focus
on various language and literacy skills is essential to accurately gauge children’s
language and literacy development in kindergarten and beyond. To realize meaningful
change, a KEA must be integrated into a holistic educational framework.
As stated previously, a KEA must be aligned to a state’s desired purpose. While the
assessment can achieve many different outcomes, it cannot meet all of its possible
uses at the same time. Instead, a KEA must serve a state’s specific purpose for a
specific population in its diversity and complexity.
Collaboration and Parental Involvement
Collaboration plays a crucial role in the effective implementation and enhancement of
KEAs. Interest holders, including educators, school and district leaders, state policymakers,
researchers, and families, must work together to refine assessment tools, promote data-
driven decision-making, and support student learning (Hanover Research, 2013).
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Collaborative efforts enhance the alignment of KEAs with state standards and early
childhood and elementary assessments, fostering cohesion and improving child outcomes.
Furthermore, involving parents in the assessment process fosters stronger teacher-
parent partnerships, necessitating consistent practices for communication and obtaining
informed consent (National Research Council, 2008). Timely, tailored reports and
targeted professional development help educators use and share the KEA data with
families (Golan et al., 2016). This shared data creates transparent communication
pathways between educators and parents, strengthening family and school
partnerships.
Conclusion
Implementing a high-quality KEA requires careful consideration of content, alignment of
standards and other assessments, and resource provision. By adopting best practices
and drawing from successful examples in other states, policymakers can establish a
robust KEA system that supports students’ holistic development and lays a strong
foundation for their educational journey. Through continuous improvement and a
commitment to excellence, policymakers and practitioners can ensure that their KEA
fulfills its role as an effective tool for enhancing instructional practices that foster positive
learning outcomes.
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References
Ackerman, D. J. (2018a). Comparing the potential utility of kindergarten entry
assessments to provide evidence of English learners’ knowledge and skills. ETS
Research Report Series, 2018(1), 1–26. https://doi.org/10.1002/ets2.12224
Ackerman, D. J. (2018b). Real world compromises: policy and practice impacts of
kindergarten entry assessment-related validity and reliability challenges. ETS
Research Report Series, 2018(1), 1–35. https://doi.org/10.1002/ets2.12201
Garver, K. (2020). The “why” behind kindergarten entry assessments. In national
institute for early education research. National Institute for Early Education
Research. https://nieer.org/wp-content/uploads/2020/08/KEA-Policy-Brief.pdf
Golan, S., Woodbridge, M., & Davies-Mercier, B. (2016). Case studies of the early
implementation of kindergarten entry assessments final report. U.S. Department
of Education. https://files.eric.ed.gov/fulltext/ED613415.pdf
Harding, J., Herrmann, M., Hanno, E., & Ross, C. (2019). Using kindergarten entry
assessments to measure whether Philadelphia’s students are on-track for
reading proficiently. https://files.eric.ed.gov/fulltext/ED599402.pdf
Hanover Research. (2013, December 13). Kindergarten entry assessments: practices
and policies. https://www.hanoverresearch.com/media/Kindergarten-Entry-
Assessments-Practices-and-Policies.pdf
Kauerz, K. & Coffman, J. (2019). Framework for planning, implementing, and evaluating
p-3 approaches (2nd ed.). Denver, Colorado: National P-3 Center, School of
Education and Human Development, University of Colorado Denver.
https://nationalp-3center.org/wp-content/uploads/2019/10/P-3-Framework.pdf
K–3 Formative Assessment Consortium. (n.d.). Overview of a groundbreaking new early
learning project. https://files.nc.gov/ncelc/northcarolinak3overview.pdf
Minnesota Department of Education, Brown, M. B., Dole, K. D., Reineke, J. R., Solie, K.
S., Tamminga, C. T., & Vaupel, J. V. (n.d.). Early learning services (ELS) open
office hours: Building your capacity for ongoing transition [Slide show]. ELS Open
Office Hours, United States of America. Minnesota.gov.
https://education.mn.gov/mdeprod/idcplg?IdcService=GET_FILE&dDocName=P
ROD058532&RevisionSelectionMethod=latestReleased&Rendition=primary
National Research Council. (2008). Early childhood assessment: why, what, and how.
National Academies Press. https://doi.org/10.17226/12446
Nevada Early Childhood Advisory Council (2012). Needs assessment for Nevada’s
kindergarten entry assessment project. https://nvecac.com/wp-
content/uploads/2014/10/Kindergarten-Entry-Assessment.pdf
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Regional Educational Laboratory Program (REL). (n.d.). REL Resource | Kindergarten
entry assessments: What you need to know.
https://ies.ed.gov/ncee/rel/Products/Region/midwest/Resource/10390
Shields, K. A., Cook, K. D., Greller, S., Regional Educational Laboratory Northeast &
Islands administered by Education Development Center, Inc., & Institute of
Education Sciences. (2016). How kindergarten entry assessments are used in
public schools and how they correlate with spring assessments. REL 2017-182.
U.S. Department of Education. http://files.eric.ed.gov/fulltext/ED569203.pdf
Weisenfeld, G. W., Hodges, K. H., & Garver, K. G. (2020). Kindergarten entry
assessments (KEAs) within a K–2 assessment system. National Institute for
Early Education Research. https://nieer.org/wp-content/uploads/2020/06/KEA-
Brief-K2-System-6.4.20-FINAL.pdf
Yun, C., Melnick, H., & Wechsler, M. (2021). High-quality early childhood assessment:
Learning from states’ use of kindergarten entry assessments. Learning Policy
Institute. https://learningpolicyinstitute.org/product/high-quality-kindergarten-
entry-assessments-report
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Appendix
Table 1. Potential Uses of KEAs at Different Stakeholder Levels [adapted from
(Garver, 2020; Yun et al., 2021)]
Stakeholder
Level
Use of KEA Data
Classroom
• Inform and adapt instructional practices to tailor individualized instruction.
• Identify students requiring targeted services and create a school readiness plan for each
child.
• Engage with families through information sharing and involvement in instruction and
resources.
Building or Site
• Shape schoolwide programming and support for students and families.
• Systematically track students using a data management system, highlighting their
performance history (e.g., aligned assessments early childhood education through third
grade).
• Inform strategic placement of students in kindergarten classes.
• Identify students in emergent and developing areas for targeted support. Facilitate
communication of student needs among teaching staff, including specialists.
District
• Measure curriculum effectiveness and track long-term trends in student performance to
measure the impact of various initiatives and interventions on cohort-level outcomes*.
• Inform equitable resource allocation and investments in early childhood programs.
• Plan and design professional development and training sessions.
• Inform district-wide strategic planning by identifying trends, gaps, areas of success, and
the extent of potential learning losses.
State
• Support federal reporting and state-level reporting required by federal agencies.
• Evaluate progress towards state goals, pinpoint opportunity gaps, and continuously
monitor the state’s long-term trends and advancements in early literacy to use as an
indicator of state preschool program impacts*.
• Allocate funding and resources for specific programs (such as pre-K) more effectively by
directing support to schools, districts, or regions.
• Identify schools or districts that require targeted interventions and support, such as
professional development or specialized programs, to address literacy gaps.
*Requires a dedicated study with the purpose of evaluation
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Table 2. A National Scan of Kindergarten Requirements and Kindergarten Entry
Assessments
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State
Kindergarten Requirements
KEA Requirements
Alabama
No
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (State): The Alabama
Kindergarten Inventory Developing
Skills (ALAKiDs)
Alaska
No
Yes, all students entering
kindergarten or first grade are
required to be assessed.
Assessment (State): Alaska
Developmental Profile (ADP)
Arizona
No
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (National): Teaching
Strategies GOLD
Arkansas
Yes
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (National): There are
four state-approved options districts
may choose from: Curriculum
Associates: i-Ready, Istation: ISIP,
NWEA: Map Growth, and
Renaissance: Star
California
No
No
1
The research team used the following definition to identify states that require or do not require Kindergarten
attendance: Kindergarten is required for students who are five years old at the start of the school year or
when the compulsory attendance age is five. This definition includes students who turn 6 during the school
year or before the start of the following school year. When a state’s compulsory age was 6, this was
considered “not required.”
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State
Kindergarten Requirements
KEA Requirements
Colorado
No
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (National): There are
10 state-approved options districts
may choose from: Acadience Math K-
6, Brigance Early Childhood Screens
III, COR for Kindergarten, Desired
Results Developmental Profile-
Kindergarten (DRDP-K),
Developmental Indicators for the
Assessment of Learning (DIAL-4),
FastBridge earlyMath, FastBridge earl
Reading, FastBridge SAEBRS,
Teaching Strategies GOLD®,
Istation’s Indicator of Progress (ISIP),
North Carolina KEA
Connecticut
No
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (State): Kindergarten
Entrance Inventory (KEI)
Delaware
Yes
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (State): Delaware Early
Learner Survey (DE-ELS).
Florida
No
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (State): Florida
Assessment of Student Thinking
(FAST) Star Early Literacy test
Georgia
No
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (State): Georgia
Kindergarten Inventory of Developing
Skills (GKIDS) Readiness Check
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State
Kindergarten Requirements
KEA Requirements
Hawaii
Yes
Yes, all students entering
kindergarten are required to be
assessed.
Assessment: None stated
Idaho
No
Not specified in statute or regulation
Illinois
No
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (State): Kindergarten
Individual Development Survey
(KIDS)
Indiana
No
No
Iowa
No
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (National): Districts
may select a valid and reliable
universal screening instrument as
prescribed by the Department of
Education.
Kansas
No
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (National): Ages &
Stages Questionnaires®, Third
Edition (ASQ-3) and Ages & Stages
Questionnaires®: Social-Emotional,
Second Edition (ASQ: SE-2).
Kentucky
No
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (National): Curriculum
Associates BRIGANCE®
Kindergarten Screen (K Screen)
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State
Kindergarten Requirements
KEA Requirements
Louisiana
Yes
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (National): There are
eight state-approved options districts
may choose from: Developing Skills
Checklist (DSC), Teaching Strategies
GOLD, Desired Results
Developmental Profile Assessments
(DRDP)-K, Developmental Indicator
for the Assessment of Learning-Third
Edition (DIAL-3), Developing Skills
Checklist (DSC), Brigance K & 1
Screen, Early Screening Inventory-
Revised, Screening Test for
Education Prerequisite Skills
(STEPS)
Maine
No
No
Maryland
Yes
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (State): Maryland
Kindergarten Readiness Assessment
(KRA)
Massachusetts
Yes
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (State): Massachusetts
Kindergarten Entry Assessment
(MKEA)2
2 The Maryland State Department of Education (MSDE) will be moving away from the current Kindergarten
Readiness Assessment (KRA) after a study indicated potential bias in the current assessment against
multilingual learners.
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State
Kindergarten Requirements
KEA Requirements
Michigan
No
Yes, districts will administer the
Michigan kindergarten entry
observation tool to the full census of
kindergarten pupils enrolled in the
classroom or to a representative
sample of not less than 35% of the
total kindergarten pupils enrolled in
each classroom.
Assessment (State): Michigan
Kindergarten Entry Observation/
Kindergarten Readiness Assessment
(MKEO/KRA)
Minnesota
No
Yes, all students entering
kindergarten are required to be
assessed.
Assessment: There are four state-
approved options districts may
choose from: COR Advantage,
Desired Results Developmental
Profile (DRDP), Teaching Strategies
GOLD, Work Sampling System
(WSS)
Mississippi
No
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (National):
Renaissance Star Early Literacy
Missouri
No
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (National): There are
three state-approved options districts
may choose from: The Kindergarten
Observation Form, Desired Results
Developmental Profile for
Kindergarten (DRDP K-Essential),
Brigance Inventory of Early
Development III Standardized
Montana
No
No
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State
Kindergarten Requirements
KEA Requirements
Nebraska
No
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (National): Districts
may select a valid and reliable
universal screening instrument as
prescribed by the Department of
Education.
Nevada
Yes
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (National): The
Brigance Early Childhood Screen III:
K & 1 published by Curriculum
Associates; and The Measures of
Academic Progress (MAP)3
New Hampshire
No
No
New Jersey
No
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (National): Teaching
Strategies GOLD
New Mexico
Yes
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (State): New Mexico
Kindergarten Observation Tool (KOT)
New York
No
No
North Carolina
No
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (State): The North
Carolina Early Learning Inventory (NC
ELI)
3
The Nevada Department of Education is in the process of acquiring a new Kindergarten Entry Assessment.
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State
Kindergarten Requirements
KEA Requirements
North Dakota
No
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (State): North Carolina
Kindergarten Entry Assessment
Ohio
Yes
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (State): Ohio
Kindergarten Readiness Assessment
Revised (KRA-R)
Oklahoma
No
No
Oregon
No
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (State): Oregon
Kindergarten Assessment
Pennsylvania
No
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (State): Pennsylvania
Kindergarten Entry Inventory
Rhode Island
No
No
South Carolina
Yes
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (State): Kindergarten
Readiness Assessment (KRA)
South Dakota
Yes
No
Tennessee
Yes
No
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State
Kindergarten Requirements
KEA Requirements
Texas
No
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (state/national): Texas
Kindergarten Entry Assessment by
the Children’s Learning Institute and
mCLASS Texas by Amplify1
Utah
No
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (State): Utah’s
Kindergarten Entry and Exit Profile
Vermont
No
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (State): Vermont Early
Childhood Comprehensive
Assessment System
Virginia
Yes
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (State): Virginia
Kindergarten Readiness Program
(VKRP)
Washington
No
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (State): Washington
Kindergarten Inventory of Developing
Skills (WaKIDS)
Washington, D.C
Yes
No
West Virginia
Yes
Yes, all students entering
kindergarten are required to be
assessed.
Assessment (State): West Virginia
Early Learning Reporting System (WV
ELRS)
18
State
Kindergarten Requirements
KEA Requirements
Wisconsin
Yes
No
Wyoming
Yes
No
The content of this brief was developed under a grant from the Department of Education through the
Office of Program and Grantee Support Services (PGSS) within the Office of Elementary and
Secondary Education (OESE), by the Region 15 Comprehensive Center at WestEd under Award
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