Using Readiness Tests to Route Kindergarten Students: The Snarled Intersection of Psychometrics, Policy, and Practice

Abstract

In this article we examine the validity of inferences drawn from readiness tests when placing children in the regular or a 2-year kindergarten program. Using data from nine Virginia school districts, we studied the technical characteristics of four commonly employed readiness tests. Boys, minorities, children of low socioeconomic status, and young children scored consistently lower on all four tests. Three of the four tests were fairly reliable, but the fourth was highly inconsistent for minorities and those younger than 5 years. None of the four tests were impressive predictors of future test performance. The results are interpreted within specific selection and placement policies.