Testing Policy as Part of Kindergarten Entrance Procedures

Abstract

At issue in this study was educational policy supporting the testing of kindergarten students. The ABC Inventory and the Developing Skills Checklist (DSC) are brought into question as appropriate instruments for identifying or labeling kindergartners for special instructional assistance. Data were collected on 92 subjects that included participants in a special instructional assistance program and a comparison group. The findings indicated that using the ABC and DSC for identifying students for special instructional assistance is inappropriate. Therefore administrative policy allowing the labeling of young children as a result of testing should be challenged.