High-Quality Early Childhood Assessment: Learning From States’ Use of Kindergarten Entry Assessments
This document is part of a snapshot series developed by the Center on Great Teachers and Leaders. This snapshot suggests that improving access to high quality educators for disadvantaged students in low performing school districts will aid in closing the achievement gap. This document briefly addresses the Every Student Succeeds Act (ESSA) definition of “evidence-based” and provides a figure to illustrate the ESSA levels of evidence. The evidence-based strategy of mentoring and induction is presented as a program that has been utilized to address equity gaps along with a description of evidence-based mentoring and induction practices and structures. The document provides a summary of recent evidence on mentoring and induction, including its effectiveness in improving new teacher performance and retention. The research provides a rationale for state leaders to support high quality mentoring and induction programs. This snapshot also provides specific areas where more research is needed to determine how mentoring and induction programs effect disadvantaged students and schools.
U.S. Department of Education