AN EXAMINATION OF KINDERGARTEN TEACHERS’ PERCEPTIONS OF READINESS AND THEIR UTILIZATION OF SOUTH CAROLINA’S KINDERGARTEN READINESS ASSESSMENT DATA TO INFORM LITERACY INSTRUCTION

Abstract

Though kindergarten readiness is a concept that has existed for decades, it was not specifically identified as an educational goal until the 1990s. Several years later, the government promised funding to states that would implement a kindergarten readiness assessment (KRA), prompting numerous states—including South Carolina—to add a KRA to their arsenal of assessments. However, for these government initiatives to be effective, the readiness perceptions and assessment practices of those on the frontlines must be considered. This study is a thematic analysis of South Carolina kindergarten teachers’ perceptions of readiness and their use of KRA data to inform their literacy instruction. Their perceptions of readiness are analyzed through the lenses of historical bodies (i.e., the skills students already possess) and readiness discourses. To identify teachers’ expectations for students’ historical bodies, teachers’ comments are aligned with one of four categories of skills: social-emotional, behavioral, academic, and self-help. These same comments are further aligned with one or more of three readiness discourses: maturation, skills mastery, and sociocultural. Additionally, teachers’ perceptions of South Carolina’s Kindergarten Readiness Assessment (SC-KRA) are explored to determine the impact of the SC-KRA on their literacy instruction. The findings clearly reveal not only the variety of perspectives teachers hold regarding students’ readiness but also a high level of frustration with the SC-KRA—particularly the amount of time it requires and the lack of educational impact. Though kindergarten teachers are the focus of this study, these findings have the potential to impact numerous stakeholders, including teachers, school principals, district officials, and state officials. Most importantly, South Carolina’s kindergarten students could benefit from improved assessment practices, thereby resulting in more personalized and effective literacy instruction.