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Related Experiment Videos

Kindergarten screening predictive inaccuracy: first-grade teacher variability.

G M Fedoruk, C A Norman

    Exceptional Children
    |December 1, 1990
    PubMed
    Summary

    Kindergarten screening has significant errors in predicting first-grade success. Teacher differences in student expectations may explain why kindergarten screening is often inaccurate.

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    Area of Science:

    • Educational Psychology
    • Early Childhood Education

    Background:

    • Kindergarten screening aims to predict first-grade academic achievement.
    • Current screening methods exhibit substantial errors in over- and under-identification.
    • This inaccuracy may stem from neglecting variations among first-grade teachers' expectations.

    Purpose of the Study:

    • To investigate the extent of differences in first-grade teachers' student preferences, requirements, and expectancies.
    • To explore whether teacher variability impacts the predictive validity of kindergarten screening.

    Main Methods:

    • Twenty-one first-grade teachers participated in the study.
    • Teachers ranked 86 student descriptors based on their contribution to student success or failure.

    Main Results:

    • Significant variations were observed in how teachers ranked student descriptors.
    • Teachers demonstrated considerable differences in their evaluation criteria for student success.

    Conclusions:

    • Teacher expectations and preferences for student attributes vary significantly.
    • These teacher-specific variations are a potential contributing factor to the predictive inaccuracy of kindergarten screening tools.

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