Guided by the consequential test validity theory and data use theory (i.e., theory for making a data-driven educational decision), the present study examined the association between the frequency of kindergarten standardized assessments and children's reading growth from the beginning of kindergarten to the end of first grade. Using the Early Childhood Longitudinal Study – Kindergarten Cohort of 2010–2011, the final sample included 29,568 observations from 7392 children nested in 744 U.S. kindergartens. The findings from multilevel growth modeling indicated that while children on average did not show a faster reading growth rate from taking frequent standardized assessments in kindergarten, the magnitude of the impact varied across subgroups of children. Specifically, Asian children and children of high socioeconomic status (SES) showed a slightly more significant reading growth than that of their peers when they attended kindergartens with frequent standardized assessments. In contrast, Hispanic, Black, other races/ethnicities, low SES, children with disabilities, and English language learners did not show significant reading growth, even when they took standardized assessments more frequently in kindergarten. The study concludes with a discussion of the implication of kindergarten standardized assessment policies regarding the consequential test validity and data use theory.

在相应的测试有效性理论和数据使用理论（即以数据为主导的教育决策的理论）的指导下，本研究研究了从幼儿园开始到结束，幼儿园标准化评估的频率与儿童阅读增长之间的关系。一年级 使用《 2010-2011年幼儿园早期队列纵向研究》，最终样本包括来自美国744所幼儿园的7392名儿童的29568项观察结果。多层次成长模型的发现表明，平均而言，儿童没有通过在幼儿园进行频繁的标准化评估而显示出更快的阅读增长率，影响的程度因儿童亚组而异。特别是，亚洲儿童和具有较高社会经济地位（SES）的儿童在经常接受标准化评估的幼儿园上学时，其阅读水平比同龄人的阅读水平略高。相反，即使西班牙裔，黑人，其他种族/族裔，低SES，残疾儿童和英语学习者的阅读量也没有显着增长，即使他们在幼儿园更频繁地进行标准化评估时也是如此。该研究最后讨论了幼儿园标准化评估政策对结果测试效度和数据使用理论的影响。