Teachers’ valid observational assessments of children’s competencies in kindergarten are critical, as formal classroom testing is not prevalent. Controlling for SES and gender, hierarchical multiple regression was used to test the hypotheses that kindergarten teachers’ ratings of certain learning and behavioral competencies related to literacy, mathematics, and approaches to learning were predictive of third and fourth grade reading and mathematics achievement. Data from the Early Childhood Longitudinal Study Kindergarten Class of 2010–2011 (ECLS-K:2011) were used for analyses. The ECLS-K:2011 sample included 12,866 children assessed at the end of kindergarten and who completed measures of academic achievement at the end of third and fourth grade. The hypothesized models suggested that the most basic literacy and mathematics competencies measured at the end of kindergarten along with approaches to learning are the most predictive of academic performance in third and fourth grade. Implications for teaching and learning in kindergarten were examined and discussed.

老师对幼儿园儿童能力的有效观察评估至关重要，因为正式的课堂测试并不普遍。在控制SES和性别的情况下，使用了层次多元回归来检验以下假设：幼儿园教师对与识字，数学和学习方法相关的某些学习和行为能力的评分可以预测三年级和四年级的阅读以及数学成绩。使用2010-2011年儿童早期纵向研究幼儿园班（ECLS-K：2011）中的数据进行分析。ECLS-K：2011样本包括在幼儿园末评估的12866名儿童，他们在三年级和四年级末完成了学业成绩的评估。假设的模型表明，在幼儿园结束时测得的最基本的读写能力和数学能力以及学习方法是对三年级和四年级学生学习成绩的最预测。研究和讨论了对幼儿园教学的影响。