Abstract
This study examined the effects of a measurement and planning system on kindergarten children‘s (N = 838) cognitive development, promotion, and referral to special education. Multivariate tests of significance indicated children in the experimental group, whose teachers implemented the system, achieved significantly higher posttest scores in math, reading, and science than the control group. Two structural-equation models were developed to examine the effects of implementation of the measurement and planning system on referral and placement in special education and on promotion to the first grade. The findings on promotion underscore the importance of early basic skill acquisition in math and reading and suggest that children who are high in basic skills are not likely to be referred or placed in special education.
Get full access to this article
View all access options for this article.