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Kindergarten Assessment

All students deserve a strong start to school – a start that sets them on the path for success in kindergarten and beyond. Starting this fall, all students entering Kindergarten will participate in the statewide assessment that includes measures in early literacy, early math, social-emotional development, approaches to learning, and self-regulation.

The Oregon Kindergarten Assessment will provide parents, teachers, and early childhood providers with a common understanding of what children know and are able to do upon entering school. The common statewide assessment will also provide a statewide perspective that will allow us to track trends and progress over time.

We know that achievement gaps start early – generally before students even enter Kindergarten – and that they are most successfully addressed early. The results of the Kindergarten assessment will help us address these gaps right way so that children can start kindergarten ready to learn.

It’s an opportunity to take a look back at where kids have been in order to take a look forward at the unique path that will make them most successful in school and life.

Want to learn more? Find more information, resources, activities, and tips in the audience specific pages below. Visit our pages for parents, for early childcare and education providers, and for schools.

Read Portland State University’s Kindergarten Assessment Pilot Process Evaluation report.

And regularly check out the Department of Education’s Kindergarten Assessment Resource Page, with the latest updates on trainings and information.

Watch the K-3 Formative Assessment Consortium Webinar, December 20, 2013.


The Early Learning Council has received letters of support around Oregon’s Kindergarten Assessment. If you were not able to join us at the February 13th meeting, please find the letters of support below.

Comments from Bill Stewart, Gladstone School District

A Research Perspective on Oregon’s Kindergarten Assessment

Oregon’s KRA an Important Beginning by Swati Adarkar, Children’s Institute


  1. Stephanie Feeney, Professor Emerita of Early Childhood Education says:

    I and other concerned early childhood educators have expressed strong concerns about the ability of this assessment to provide understanding of what children know and are able to do upon entering kindergarten. We are eagerly looking forward to information about revisions to the version that was field-tested. That version had many shortcomings that must be addressed before this instrument will provide useful data.

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