Kindergarten Math Assessment and Instruction: 559 Student Records

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).

Use Cases

• Analyzing the correlation between teacher K-TEEM scores and student REMA learning gains
• Evaluating how teacher-reported assessment use in surveys predicts classroom observation scores (ISI/COEMET)
• Modeling student math proficiency (ARSMathtot) based on teacher data literacy and instructional content coverage

Strengths

• Includes 559 students across 114 diverse Virginia classrooms
• Combines direct child assessments (REMA) with teacher-level knowledge (K-TEEM)
• Integrates classroom observation data (ISI, COEMET) with survey-based instructional metrics

Limitations

• Geographic bias limited to Virginia public schools
• Systematic missingness in fall ARSMathtot scores for skills not yet introduced
• Small student sample size per classroom (approx. 4 focal students)

Provenance

Source

Virginia Vitiello, University of Virginia

Collection Method

Surveyed, direct assessment, and classroom observation

Time Range

2022-2024

Freshness

Data collected across the 2022-2023 and 2023-2024 school years.

Geography

Virginia, USA