Abstract
Assessing kindergarten entry skills is complex, requiring attention to skill proficiency and interactive behaviors deemed critical for learning to occur. In our analysis of a state initiative, pilot data were collected on early literacy and numeracy and 2 aspects of important student interactions in the classroom (social and task behaviors) within the first 6 weeks of kindergarten students' entry into school. Using descriptive statistics, exploratory factor analysis, and structural equation modeling, we provide initial evidence that supports a theoretical model referencing skill acquisition and classroom participation. These entry skills may be important to serve as a baseline for the beginning of students' schooling, identify students at risk of not meeting grade-level expectations, inform instruction, and document growth.
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