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559 kindergarten students and 114 teachers across Virginia were observed between 2022 and 2024 to evaluate the impact of math assessment practices on learning gains. Created by Virginia Vitiello, the dataset combines direct child assessments (REMA) with teacher surveys and classroom observation metrics (ISI, COEMET).
ARSMathtot carries a systematic missing code (-77) for skills not yet taught; scoring protocols for ISI, COEMET, and REMA must be obtained from published documentation.