Abstract
Early childhood care and education (ECCE) programs are an important mechanism for supporting foundational skill development and successful progression through later schooling. School readiness assessments that serve as reliable indicators of children’s later educational outcomes are most useful for education systems, but little is known about how well-existing assessments predict primary school performance in low- and middle-income countries. This study uses longitudinal data from Ghana to investigate how the International Development and Early Learning Assessment (IDELA) predicts future reading and math skills as measured by the Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA). Results demonstrate significant and meaningful associations between IDELA scores in ECCE and early primary school academic skills. We find that all domains of development measured by IDELA (i.e., Emergent Literacy, Emergent Numeracy, Motor Development, and Social-emotional Development) are predictive of later academic performance, and that the domains of Emergent Literacy and Emergent Numeracy are the strongest predictors of EGRA and EGMA. Our findings indicate that it is feasible to monitor children’s school readiness with strong predictive validity across several years of schooling, and points to several promising avenues for future research for education monitoring systems across the region.
Similar content being viewed by others
References
Bennetts, S. K., Mensah, F. K., Westrupp, E. M., Hackworth, N. J., & Reilly, S. (2016). The agreement between parent-reported and directly measured child language and parenting behaviors. Frontiers in Psychology, 7, 1710. https://doi.org/10.3389/fpsyg.2016.01710
Bierman, K. L., Torres, M. M., Domitrovich, C. E., Welsh, J. A., & Gest, S. D. (2009). Behavioral and cognitive readiness for school: Cross-domain associations for children attending head start. Social Development, 18(2), 305–323. https://doi.org/10.1111/j.1467-9507.2008.00490.x
Black, M., Walker, S., Fernald, L., Andersen, C., DiGirolamo, A., Lu, C., McCoy, D., Fink, G., Shawar, Y., Shiffman, J., Devercelli, A., Wodon, Q., Vargas-Baran, E., & Grantham-McGregor, S. (2016). Early childhood development coming of age: Science through the life course. The Lancet, 6736(16), 1–14. https://doi.org/10.1016/S0140-6736(16)31389-7
Bricker, D., & Squires, J. (1999). Ages and Stages Questionnaire: A parent-completed, child-monitoring system. Paul H. Brookes. http://www2.tulane.edu/som/departments/psychiatry/fimh/upload/14-month-asq.pdf
Brinkman, S. A., Kinnell, A., Maika, A., Hasan, A., Jung, H., & Pradhan, M. (2017). Validity and reliability of the early development instrument in Indonesia. Child Indicators Research. https://doi.org/10.1007/s12187-016-9372-4
Brinkman, S., Gregory, T., Harris, J., Hart, B., Blackmore, S., & Janus, M. (2013). Associations between the early development instrument at age 5, and reading and numeracy skills at ages 8, 10 and 12: A prospective linked data study. In Child Indicators Research (Vol. 6, Issue 4, pp. 695–708). https://doi.org/10.1007/s12187-013-9189-3
Caprara, G. V., Barbaranelli, C., Pastorelli, C., Bandura, A., & Zimbardo, P. G. (2000). Prosocial foundations of children’s academic achievement. Psychological Science, 11(4), 302–306. https://doi.org/10.1111/1467-9280.00260
Charkaluk, M. L., Rousseau, J., Calderon, J., Bernard, J. Y., Forhan, A., Heude, B., Kaminski, M., Annesi-Maesano, I., Botton, J., Charles, M. A., Dargent-Molina, P., De Agostini, M., De Lauzon-Guillain, B., Ducimetière, P., Foliguet, B., Fritel, X., Germa, A., Goua, V., Hankard, R., … Thiebaugeorges, O. (2017). Ages and stages questionnaire at 3 years for predicting IQ at 5–6 years. Pediatrics, 139(4). https://doi.org/10.1542/peds.2016-2798
Crouch, L., & Merseth, K. A. (2017). Stumbling at the first step: Efficiency implications of poor performance in the foundational first five years. PROSPECTS, 1–22. https://doi.org/10.1007/s11125-017-9401-1
Cunha, F., Heckman, J. J., & Heckman, J. (2009). Formulating, identifying and estimating the technology of cognitive and noncognitive skill formation. http://jenni.uchicago.edu/idest
Dubeck, M. M., & Gove, A. (2015). The early grade reading assessment (EGRA): Its theoretical foundation, purpose, and limitations. International Journal of Educational Development, 40, 315–322. https://doi.org/10.1016/j.ijedudev.2014.11.004
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428
Fernald, L. C. H., Prado, E., Kariger, P., & Raikes, A. (2017). A toolkit for measuring early childhood development in low-and middle-income countries. www.worldbank.org
Forget-Dubois, N., Lemelin, J. P., Boivin, M., Dionne, G., Séguin, J. R., Vitaro, F., & Tremblay, R. E. (2007). Predicting early school achievement with the EDI: A longitudinal population-based study. Early Education and Development, 18(3), 405–426. https://doi.org/10.1080/10409280701610796
Frey, B. B. (2018). Predictive validity. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. https://doi.org/10.4135/9781506326139.N535
Garcia, L. J., Heckman, J. J., Leaf, D. E., & Prados, M. J. (2017). Quantifying the life-cycle benefits of a prototypical early childhood program (IZA DP No. 10811). ftp://repec.iza.org/RePEc/Discussionpaper/dp10811.pdf
Gertler, P., Heckman, J., Pinto, R., Zanolini, A., Vermeersch, C., Walker, S., Chang, S. M., & Grantham-McGregor, S. (2014). Labor market returns to an early childhood stimulation intervention in Jamaica. Science, 344(6187), 998–1001. https://doi.org/10.1126/science.1251178
Halpin, P., Wolf, S., Yoshikawa, H., Rojas, N., Kabay, S., Dowd, A. J., & Pisani, L. (2018). Measuring early learning and development across cultures: Invariance of the IDELA across five countries. Developmental Psychology, 55(1), 23–37.
Heckman, J. J. (2004). The productivity argument for investing in young children. University of Chicago
Heckman, J. J. (2011). The value of early childhood education. American Educator. https://files.eric.ed.gov/fulltext/EJ920516.pdf
Izard, C. E., King, K. A., Trentacosta, C. J., Morgan, J. K., Laurenceau, J.-P., Stephanie Krauthamer-Ewing, E., & Finlon, K. J. (2017). Accelerating the Development of Emotion Competence in Head Start Children: Effects on Adaptive and Maladaptive Behavior. https://doi.org/10.1017/S0954579408000175
Janus, M., Brinkman, S., Duku, E., Hertzman, C., Santos, R., Sayers, M., Schroeder, J., & Walsh, C. (2007). The early development instrument: A population-based measure for communities A Handbook on Development, Properties, and Use.
Janus, M., & Offord, D. R. (2007). Development and psychometric properties of the Early Development Instrument (EDI): A measure of children’s school readiness*. Canadian Journal of Behavioural Science Copyright, 39(391), 1–22. https://doi.org/10.1037/cjbs2007001
Leerkes, E. M., Paradise, M., O’Brien, M., Calkins, S. D., & Lange, G. (2008). Emotion and cognition processes in preschool children. In Merrill-Palmer Quarterly (Vol. 54, pp. 102–124). Wayne State University Press. https://doi.org/10.2307/23096081
Masten, A., & Cicchetti, D. (2010). Developmental cascades. Development and Psychopathology, 22, 491–495.
Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradović, J., Riley, J. R., Boelcke-Stennes, K., & Tellegen, A. (2005). Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41(5), 733–746. https://doi.org/10.1037/0012-1649.41.5.733
Pisani, L., Borisova, I., & Dowd, A. J. (2018). Developing and validating the International Development and Early Learning Assessment (IDELA). International Journal of Educational Research, 91, 1–15. https://doi.org/10.1016/J.IJER.2018.06.007
Rao, N., Sun, J., Ng, M., Becher, Y., Lee, D., Ip, P., & Bacon-Shone, J. (2015). Report on technical support for the validation, finalization and adoption of the East Asia-Pacific Early Child Development Scales (EAP-ECDS). UNICEF.
RTI International. (2014). Early grade mathematics assessment (EGMA) Toolkit. United States Agency for International Development.
RTI International. (2015). Early grade reading assessment (EGRA) Toolkit. United States Agency for International Development: Second Edition.
Shonkoff, J. P., Richmond, J., Levitt, P., Bunge, S. A., Cameron, J. L., Duncan, G. J., Fisher, P. A., Knight, P. H., Gunnar, M. R., Hensch, T., Martinez, F. D., McEwen, B. S., Mirsky, A. E., & Nelson III, C. A. (2016). From best pactices to breakthrough impacts A science-based approach to building a more promising future for young children and families. http://46y5eh11fhgw3ve3ytpwxt9r.wpengine.netdna-cdn.com/wp-content/uploads/2016/05/From_Best_Practices_to_Breakthrough_Impacts-3.pdf
Snow, C. E., & Van Hemel, S. B. (2008). Early childhood assessment : Why, what, and how. National Academies Press.
Trentacosta, C. J., & Izard, C. E. (2007). Kindergarten children’s emotion competence as a predictor of their academic competence in first grade. Emotion, 7(1), 77–88. https://doi.org/10.1037/1528-3542.7.1.77
UNESCO. (2013). Toward universal learning: Recommendations from the learning metrics task force. https://www.brookings.edu/research/toward-universal-learning-recommendations-from-the-learning-metrics-task-force/
UNESCO. (2015). Global monitoring report. Education for all 2000-2015: Achievements and challenges. http://unesdoc.unesco.org/images/0023/002322/232205e.pdf
UNESCO. (2017). Overview MELQO measuring early learning quality and outcomes. https://www.brookings.edu/wp-content/uploads/2017/06/melqo-measuring-early-learning-quality-outcomes.pdf
UNICEF. (2019). A world ready to learn: Prioritizing quality early childhood. UNICEF
United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. In A New Era in Global Health. https://doi.org/10.1891/9780826190123.ap02
USAID. (2016). Ghana 2015 early grade reading assessment and early grade mathematics assessment: Report of findings
Verdisco, A., Cueto, S., Thompson, J., Neuschmidt, O., Verdisco, A., Cueto, S., Thompson, J., Neuschmidt, O., Verdisco, A., Cueto, S., Thompson, J., Neuschmidt, O., Verdisco, A., Cueto, S., Thompson, J., & Neuschmidt, O. (2014). PRIDI: Urgency and possibility. https://publications.iadb.org/handle/11319/6849?locale-attribute=en&
Weiland, C., & Yoshikawa, H. (2013). Impacts of a prekindergarten program on children’s mathematics, language, literacy, executive function, and emotional skills. Child Development, 84(6), 2112–2130. https://doi.org/10.1111/cdev.12099
Wolf, S., Aber, J. L., Behrman, J. R., & Tsinigo, E. (2019). Experimental impacts of the “Quality Preschool for Ghana” interventions on teacher professional well-being, classroom quality, and children’s school readiness. Journal of Research on Educational Effectiveness, 12(1), 10–37. https://doi.org/10.1080/19345747.2018.1517199
Wolf, S., Halpin, P., Yoshikawa, H., Dowd, A. J., & Pisani, L. (2017). Measuring school readiness globally: Assessing the construct validity and measurement invariance of the International Development and Early Learning Assessment ( IDELA ) in Ethiopia. Early Childhood Research Quarterly, 41(April), 21–36. https://doi.org/10.1016/j.ecresq.2017.05.001
Wolf, S., & McCoy, D. C. (2019). The role of executive function and social-emotional skills in the development of literacy and numeracy during preschool: A cross-lagged longitudinal study. Developmental Science, 22(4), e12800. https://doi.org/10.1111/desc.12800
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Appendices
Appendix 1
Appendix 2
Rights and permissions
About this article
Cite this article
Pisani, L., Seiden, J. & Wolf, S. Longitudinal evidence on the predictive validity of the International Development and Early Learning Assessment (IDELA). Educ Asse Eval Acc 34, 173–194 (2022). https://doi.org/10.1007/s11092-021-09374-8
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11092-021-09374-8