Early childhood assessments are becoming more common in public preschools and pre-kindergarten classrooms across the United States. At least 27 states currently require kindergarten entry assessments, and the practice is expanding into younger grade levels. States including Minnesota, New York, and South Carolina have implemented various screening and assessment requirements for preschool students, measuring early literacy, numeracy, self-regulation, and social skills.
Proponents of these assessments argue they offer several benefits, including establishing baseline knowledge, informing instructional planning, and identifying students who may need additional support. Darrell Turner, a veteran preschool teacher in Richmond, Virginia, acknowledges that assessments can help teachers target instruction to specific student needs and organize small-group learning activities based on identified skill gaps.
However, early education teachers raise significant concerns about implementation. A 2024 Government Accountability Office study found that kindergarten teachers in six states requiring entry assessments described them as time-consuming and noted that administering individual assessments early in the school year disrupts students’ ability to adjust to classroom routines and expectations. This disruption can be particularly challenging for students with autism spectrum disorder or other special needs who are sensitive to routine changes.
Teachers also report stress related to assessment administration on top of existing classroom responsibilities. When assessment scores affect educator evaluations, teachers face additional pressure. Multiple comments from educators responding to Minnesota’s announcement of a new assessment reflected frustration about cumulative assessment requirements, with teachers already managing several different testing instruments simultaneously.
Some states are attempting to address teacher concerns through more developmentally appropriate assessment designs. Minnesota’s new approach emphasizes classroom observations rather than formal one-on-one testing. Despite these modifications, teachers continue to express reservations about adding further demands to their workload, even when assessments are designed to be less intrusive or more authentic to daily classroom activities.
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