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Most current assessment methods cannot determine if students are acquiring the skillsknowledge they need to prosper in the future. These assessments reinforce the emphasis on lowlevelskills and processing bits of data rather than on problem solving online accredited education and critical thinking. It is concluded that high national standards and a voluntary linked system of assessments are desirable and feasible mechanisms for raising expectations, revitalizing instruction, and rejuvenating reform efforts for all american schools and students.
As a product of the early childhood subcommittee of the national statistics agenda committee of the national forum on online accredited education online accredited education statistics, this report evaluates the types of data needed to assess the status of children in their preschool years, evaluate the impact of their early experiences, and address policy questions related to early childhood care, and school readiness.