MEMORANDUM #1
Date: REVISED February 22, 2013
FROM: Gary Resnick, Ph.D., and Pamela Kelley, Ph.D.
TO: Sherri Killins, Commissioner and Jennifer Louis, Project Manager, Massachusetts
Early Education and Care
RE: Massachusetts Common Metric Project: Memorandum #1 (REVISED), Identify
Common Items within Domains
---------------------------------------------------------------------------------------------------------------Executive Summary
1. An investigation into the extent of conceptual alignment across the three instruments (WSS, GOLD, and COR)
suggests a moderate-to-high degree of alignment. In other words, the test developer’s domains were found to be
relatively comparable across the three instruments, and there appeared to be good coverage of similar items
across all three instruments. For example, of the total 407 items, 75% matched on all three instruments, while only
25% were partial matches (i.e. matched on two or less of the three instruments). This finding supports the plan to
move forward with more in-depth analyses.
2. Each instrument was tested separately for internal consistency and reliability by domain. The results suggest a
high degree of reliability on all three instruments, with WSS and GOLD having very high reliability (domain alpha
coefficients of .93 or greater), while COR was somewhat lower with a wider range (domain alpha coefficients of
0.79 to 0.95). These results suggest that the items used to measure the developer domains were consistent and all
tap the same underlying construct.
3. Each instrument was tested separately to assess the extent to which scores were normally distributed. Normally
distributed scores can be one indicator of how well an instrument measures or distinguishes between different
levels of children’s’ ability. The results were mixed. For example, for WSS, large groups of children had high scores,
creating a “ceiling effect” which may indicate the test is not effective at identifying children at different levels of
ability for a given developmental domain. For GOLD, normal distributions appeared more consistent, however, a
pattern was observed in which scores were clustered in the center of the distribution, suggesting that the test may
not distinguish children with particularly low or high ability levels. The COR showed a mixture of both of these
distribution patterns. These results suggest that the full range of children’s abilities may not be fully represented
by these test domains.
Massachusetts EEC Common Metric Project Memorandum #1
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4. The assessments were also tested for their ability to distinguish between children’s ability levels by age group.
Age group differences in which younger children are rated consistently lower on a test than older children indicate
that the test detects maturational differences. Also tested was the interaction effects between age and quartile
groups to determine whether younger or older children hold their positions across skill levels. Our testing found
mixed results. On the one hand there were significant age differences in the expected developmental progression
for many subdomains on all three tests. On the other hand, the age group differences do not consistently hold up
across different ability level groups. For example, on the WSS Social Studies subdomain, three-year olds and fiveyear olds in the lowest ability quartile for their age group had similar scores. These types of mixed findings were
evident for at least two subdomains across all three assessments.
5. There are two recommendations that we can make based on the level of missing data found in the dataset,
which far exceeds the convention for the amount of missing data “allowed” to continue the sophisticated analyses
planned in the next phases of this project. First, the factor analytic analyses should be considered preliminary due
to the amount of missing data, and there is concern that there may be enough cases to properly explore some
subgroups of the population. A second suggestion is that it would be useful to discuss these missing data issues
and potential strategies for improving the quality of future assessment data.
The following memorandum describes the first set of tasks completed under the Common
Metric Project. The project comprises a descriptive study of three criterion-referenced child
assessment tools in use by early education and care providers within the Commonwealth of
Massachusetts. The Massachusetts Department of Early Education and Care made these tools
available, along with the training, to allow providers to assess their children’s strengths and
challenges, to assist with educational programming. However, these tools may also provide
aggregate information programmatically on children’s progress in the five developmental
domains, in order to benchmark developmental growth. To do so, it would be important to devise
a common metric so that children on the various tests can be compared. Further, the common
metric would be norm-referenced, allowing for comparing groups of children of different ages
with their peers.
This project will assess the feasibility of developing a statistical methodology to answer
the question of what are the baseline skills, knowledge and abilities of children entering
preschool and kindergarten, using descriptive analytic methods. To do this, the project is focused
on determining the commonalities among Teaching Strategies GOLD, High Scope Child
Observation Record, and Work Sampling System assessments tools in measuring five key
developmental domains.
This memorandum is the first of three and represents early analytic work examining the
three tests conceptually and empirically. In this memorandum, we cover the following key areas:
1.
2.
3.
4.
Determine Alignment of Items and Developmental Domains across the Assessments
Explore Distributions for Test Developer Domain Score Distributions
Describe Internal Consistency Reliability of Test Developer Domain Scores
Assess Developmental Differences and Progression by Ages and Quartiles, by test
Massachusetts EEC Common Metric Project Memorandum #1
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The purpose of these tasks is to explore how each test defines key domains of
development1, and, based on data collected by MA EEC, determining the distributions of the
domain or sub-domain scores. The first task focuses on determining the extent to which the
items and domains or sub-domains of development from each of the three assessments are
aligned with each other, and how they correspond to the five larger domains of development
typically considered as key areas of young children’s early skills. The second task is designed to
understand the distribution of sub-domain scores for each test and whether the scores meet the
assumptions of normality required for more extensive factor analyses. The third task is to
describe how well the items from each test are highly correlated as intended to measure the test
developer’s domains or sub-domains of development. That is, we will report on the internal
consistency form of reliability for each of the tests key sub-scales. The final task is to determine
whether scores from the three tests show the expected progression across ages and across groups
of children at the lower and higher ends of the distribution. In this task, we would expect that a
test with good measurement properties would be able to distinguish younger from older children
as well as children within age groups who are operating below or above their peer group.
All analyses were conducted using those developmental domains or sub-domains
designed by the test developer, to determine whether scores on these domains reflect meaningful
distinctions in children’s abilities and development. The results will help to determine the
feasibility of conducting the exploratory and confirmatory factor analyses in the next phases of
this project.
Analytic Methods and Procedures
The assessment instruments referred to in this report include the following: Teaching
Strategies Gold (GOLD), the Child Observation Record (COR), and Work Sampling System
(WSS). The WSS includes five separate but related assessments: Preschool 3 (P3), Preschool 4
(P4), Head Start 3 (HS3), Head Start 4 (HS4), and Kindergarten (K).
The Work Sampling System (WSS), Teaching Strategies GOLD (GOLD), and Child
Observation Record (COR) use ordinal rating scales to measure children’s progress. The WSS is
based on a three-point scale, the COR uses a six-point scale, and GOLD uses a nine-point scale.
For the Common Metric Project, the individual item ratings were summed to create raw scores
for each subdomain and domain and a total score was then calculated by summing the domain
scores.
1
Domains of development are defined as those areas of development in which test items are grouped. Assessments typically
group items into a number of domains according to the test developer’s conceptual framework. Although some tests group
individual items into sub-domains, which are then grouped into larger domains, this was not consistently done. If they are done,
and when appropriate, we will use the word ‘sub-domain” to denote groupings of items. We also make a distinction between the
test developer’s domains of development and those generally accepted to be the five key developmental domains, in order to
determine the alignment between the test items across the three tests and their expected relationship to these theoretical domains.
Massachusetts EEC Common Metric Project Memorandum #1
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To address missing data, scores were imputed based on valid cases. That is, a set of
decision rules were made whereby a certain number of missing items would be tolerated and a
score could be imputed prorated based on the number of valid items. In most situations, if a
given case was missing one, two or sometimes three items, a score for that sub-domain could still
be generated. If more than the threshold number of missing items occurred, then that case was
considered missing.
I. Alignment of Items and Developmental Domains across the Assessments
Question: To What Extent Do the Developmental Domains and Items Match
Across the Three Assessments?
A. Alignment of Developmental Domains
The first phase of the project focuses on determining the extent to which the three
assessments are conceptually aligned. Qualitative and quantitative methods were used to
examine the domains, including reviewing the instruments themselves, studying the publisher’s
technical support documentation, and counting the number of domains and items within
domains. A summary of each assessment is provided below:
COR consists of 34 items organized into 6 major domains: 1) initiative, 2) social
relations, 3) creative representation, 4) movement and music, 5) language and literacy,
and 6) mathematics and science.
GOLD consists of 66 items organized into 9 major domains: 1) social-emotional, 2)
physical, 3) language, 4) cognitive, 5) literacy, 6) mathematics, 7) science and
technology, 8) social studies, and 9) the arts. A tenth domain, English language
acquisition, is included to assess language skills for English Language Learners.
WSS: the P3 (49 items), P4 (55 items), and K (66 items) assessments are organized into 7
major domains: 1) personal and social development, 2) language and literacy, 3)
mathematical thinking, 4) scientific thinking, 5) social studies, 6) the arts, and 7) physical
development and health. The HS3 (54 items) and HS4 (59 items) assessments are
organized into 10 major domains: 1) physical development and health, 2) social and
emotional development, 3) approaches to learning, 4) logic and reasoning, 5) language
development, 6) literacy and knowledge skills, 7) mathematics knowledge and skills, 8)
science knowledge and skills, 9) creative arts expression, and 10) social studies
knowledge and skills.
Table 1 summarizes the content of each of the three tests according to the domains listed
by the test developer (shaded blue), and within the larger categories of the five key
developmental domains drawn from the child development literature and used by the National
Massachusetts EEC Common Metric Project Memorandum #1
5
Education Goals Panel (shaded pink).2 These five domains are as follows: 1) social-emotional, 2)
language and literacy, 3) cognitive and general knowledge, 4) approaches to learning, and 5)
physical development and health.
The boundaries between these domains and constructs within them are somewhat
artificial, as noted by other experts in the field.3 For example using vocabulary was categorized
under language and literacy; however, because it is also relevant to understanding science and
general knowledge, it could also have been categorized under cognitive and general knowledge.4
Thus, the five domains are presented here for heuristic purposes only as opposed to child
development theory-building.5
Further, some domains, such as language and literacy, have longstanding research
supporting their conceptual and operational definitions, while other domains, such as approaches
to learning, are less well-defined and in some cases may overlap with cognitive, language and
social domains.6 The key distinction in defining approaches to learning is to identify those
behaviors that convey a child’s effort and engagement in classroom learning, particularly
learning related to attention and persistence (focused, enduring, goal-directed learning), as well
as competence motivation (initiative for effectiveness in learning).7 In this project, we use this
definition of approaches to learning to classify test items and determine the degree to which the
items match, with the understanding that some of the distinctions will be arbitrary, for all
domains and perhaps especially for approaches to learning.
For the purposes of this project the above five key developmental domains are referred to
as the Common Metric Domains to distinguish them from the Test Developer’s Domains.
Table 1. Common Metric Domains: Domain Recoding Scheme8
WSS (All Versions)
Gold
COR
Social-Emotional Common Metric Domain
2
See Kagan, S. L., Moore, E., & Bredekamp, S. (Eds.), 1995. Reconsidering children's early development and learning: Toward
common views and vocabulary. Report of the National Education Goals Panel, Goal 1 Technical Planning Group. Washington,
DC: U.S. Government Printing Office.
3
National Research Council. (2008). Child-Level Outcomes and Measures. In Early Childhood Assessment: Why, What, and
How. Committee on Developmental Outcomes and Assessments for Young Children, C.E. Snow and S.B. Van Hemel, Editors.
Board on Children, Youth, and Families, Board on Testing and Assessment, Division of Behavioral and Social Sciences and
Education. Washington, DC: The National Academies Press.
4
Ibid., 58.
5
Ibid., 58.
6
Ibid., 59
7
McDermott, P. A., Rikoon, S. H., Waterman, C., & Fantuzzo, J. W. (2012). The Preschool Learning Behaviors Scale:
Dimensionality and external validity in Head Start. School Psychology Review, 41, 66-81.
8 Items are listed for the COR test while subdomains rather than items are listed for the GOLD and the WSS.
Massachusetts EEC Common Metric Project Memorandum #1
Table 1. Common Metric Domains: Domain Recoding Scheme8
WSS (All Versions)
Gold
COR
Personal and Social
Development
Social Emotional
Social Relations




Self-Control
Self-Concept
Interaction with Others
Social Problem Solving
 Regulates own Emotions and Behaviors
 Establishes and Sustains Positive Relationships
 Participates Cooperatively and Constructively in
Group Situations
 Relating to Adults
 Relating to Other
Children
 Resolving Interpersonal
Conflict
 Understanding and
Expressing Feelings
Approaches to Learning Common Metric Domain
Approaches to Learning
No Similar Domain9
Initiative
 Taking Care of Personal
Needs
 Making Choices and
Plans
 Solving Problems with
Materials
 Initiating Play
 Initiative and Curiosity
(HS)
 Persistence and
Attentiveness (HS)
 Cooperation (HS)
Language and Literacy Common Metric Domain
Language and Literacy
Language and Literacy10
Language and Literacy
 Listening/Receptive
Language
 Speaking/Expressive
Language
 Reading
 Writing
 Alphabet Knowledge
(HS)
 Print Concepts and
Conventions (HS)

 Engagement in English



 Listening to and
Understanding Speech
 Using Complex Patterns
of Speech
 Using Vocabulary
 Reading
 Writing
 Using Letter Names
and Sounds
 Demonstrating
Knowledge about
Books
 Showing Awareness of
Sounds in Words
Literacy Activities
(ELL/HS only)







9
Listens to and Understands Increasingly
Complex Language
Uses Language to Express Thoughts and Needs
Comprehends and Responds to Books and
Other Texts
Demonstrates Emergent Writing Skills
Demonstrates Knowledge of the Alphabet
Demonstrates Knowledge of Print and its uses
Uses Appropriate Conversation and Other
Communication Skills
Demonstrates Phonological Awareness
English Language Acquisition
Demonstrates Progress in Listening to and
Understanding English
Demonstrates Progress in Speaking English
GOLD does not have the Approaches to Learning subdomain but there are individual items that fit the generally accepted
definition of Approaches to Learning, as we will see from the results of the conceptual matching.
10
Language and literacy are separate subdomains on GOLD; however they were combined here to facilitate comparison.
6
Massachusetts EEC Common Metric Project Memorandum #1
Table 1. Common Metric Domains: Domain Recoding Scheme8
WSS (All Versions)
Gold
COR
Cognitive and General Knowledge Common Metric Domain
Mathematical Thinking
 Mathematical
Processes
 Number and
Operations
 Patterns, Relationships,
Functions
 Geometry and Spatial
Relations
 Measurement
 Scientific Thinking
 Inquiry/Scientific Skills
and Method
 Conceptual Knowledge
of the Natural/Physical
World (HS only)
 Life Science (K only)
 Physical Science (K
only)
 Earth Science (K only)
Mathematics
 Uses Number Concepts and Operations
 Demonstrates Knowledge of Patterns
 Explores and Describes Spatial Relationships
and Shapes
 Compares and Measures
 Science and Technology
 Uses Scientific Inquiry Skills
 Demonstrates Knowledge of the Characteristics
of Living Things
 Demonstrates Knowledge of the Physical
Properties of Objects and Materials
 Demonstrates Knowledge of Earth’s
Environment
 Uses Tools and other Technology to Perform
Tasks
Logic and Reasoning (HS
Only)
Cognitive
 Reasoning and Problem
Solving (HS Only)
 Symbolic
Representation (HS
Only)




Social Studies
Social Studies
 People, Past and
Present
 People and Where they
Live/Environment
 Self, Family and
Community (HS Only)
 Demonstrates Knowledge About Self
 Shows Basic Understanding about People and
How they Live
 Explores Change Related to Familiar People or
Places
Mathematics and
Science








Sorting Objects
Counting
Identifying Patterns
Identifying Position
and Direction
Comparing Properties
Identifying Sequence,
Change, and Causality
Identifying Natural
and Living Things
Identifying Materials
and Properties
No Similar Domain
Demonstrates Positive Approaches to Learning
Remembers and Connects Experiences
Uses Classification Skills
Uses Symbols and Images to Represent
Something Not Present
No Similar Domain
7
Massachusetts EEC Common Metric Project Memorandum #1
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Table 1. Common Metric Domains: Domain Recoding Scheme8
WSS (All Versions)
Gold
 Human
Interdependence
 Citizenship and
Government
 Demonstrates Simple Geographic Knowledge
The Arts
The Arts
 Expression and
Representation
(includes music, dance,
art, drama)
 Understanding and
Appreciation




Explores the Visual Arts
Explores Musical Concepts and Expression
Explores Dance and Movement Concepts
Explores Drama Through Actions and Language
COR
Creative
Representation
 Making and Building
Models
 Drawing and Painting
Pictures
 Pretending
Physical Development and Health Common Metric Domain
 Gross Motor
Development
 Fine Motor
Development
 Personal Health and
Safety




Demonstrates Gross Motor Manipulative Skills
Demonstrates Fine Motor Strength
Demonstrates Traveling Skills
Demonstrates Balancing Skills
 Moving in Various
Ways
 Moving with Objects
 Feeling and Expressing
a Steady Beat
 Moving to Music
 Singing
This table shows that, in general, the test developer’s domains across all three assessment
tools are comparable, and as we can see from the items within each of these domains, there
appears to be good coverage of similar items across all three tests. Further, when fitting the Test
Developer Domains to the five key developmental domains there also appears to be reasonably
good fit, with a few exceptions, such as the GOLD not having a subdomain corresponding to
Approaches to Learning, as noted in Table 1. Minor inconsistencies were due primarily to
assessments that combined domains, for example, language and literacy were treated as separate
domains in GOLD, but were combined into one domain in COR. These analyses suggest that the
three instruments appear to be aligned with regard to the developmental domains being assessed.
Massachusetts EEC Common Metric Project Memorandum #1
9
B. Alignment of Items11
Using the same methods described above, individual items from each test were examined.
The goal of this analysis was to determine the degree to which the items matched in their
content. The criteria for determining a match was based on the item’s developmental objective,
purpose and domain. Some items were determined to have the same developmental objective
although they were worded differently, for example, “moves with some balance and control”
from the WSS and “moving in various ways” from the COR were both coded as having the same
objective (assessing gross motor skills) and domain (physical development and health). A match
was defined as an item or objective that was included on all three instruments (COR, GOLD, and
WSS).12 If an item or objective did not appear on all three instruments, it was not counted as a
match. This is a very stringent requirement and thus serves as a conservative measure of the
degree to which items likely correspond.13
There were a total of 407 items across the three assessment instruments (COR: n=34,
GOLD: n=90), WSS: n=283): Of the total 407 items, 83 percent (n=339) matched across all the
assessments instruments, while only 17 percent (n=68) were non-matches, including partial
matches (i.e. matched on two of the three assessments). Of the 339 matching items, nearly 34
percent (n=115) were in cognitive domain, followed by 33 percent (n=111) language and
literacy, 14 percent (n=48) physical development and health, 11 percent (n=28) social-emotional,
and 8 percent (n=28) approaches to learning. Figure 1 presents the percentage of total matched
items by domain:
11
The authors would like to acknowledge the contribution of Dr. Charles Bruner, Director of the Child and Family Policy Center,
for his guidance in the alignment of relevant GOLD items within the approaches to learning domain.
12
While some differences exist between the five WSS instruments, particularly between the preschool and Head Start
instruments, they will be treated as a single instrument for the purposes of simplifying the findings presented in this report.
13
It may be argued that if two of the three tests had similar items, then this could be sufficient to determine a match, but this was
not applied here because the goal was to see how well all three tests matched in item content.
Massachusetts EEC Common Metric Project Memorandum #1
10
When the five domains were examined individually, items matched across all three
assessments in three of the five domains: physical health and development, language and
literacy, and approaches to learning.14 In the remaining two domains, the majority of items
matched across all three assessments: 71 percent of items in cognitive and general knowledge
matched across all three assessments, followed by 65 percent in the social-emotional domain.
Thus, complete item matches across all three assessments were found in three of the five
domains, with 65 percent to 71 percent of items matching in the remaining two domains. See
Appendix A in this memo for a more detailed table showing matches and non-matches by
assessment instrument. Figure 2 presents a summary of the matching and non-matching items by
domain for the 407 total items.
In sum, these preliminary findings are suggestive of a moderate-to-high degree of alignment
across the assessments items and support the plan to move forward with more in-depth analyses.
The next two sections of this memorandum will outline two relevant data quality issues that will
have implications for later data analyses, primarily those starting with Phase Two of the project.
II. Exploring Distributions for Test Developer Domain Score Distributions
All test developer domain scores were standardized and then transformed to T-Scores
(i.e. mean of 50 and standard deviation of 10) to facilitate interpretation. T-scores show that, for
a given subset of scores, children with a score of 50 was at the mean, whereas children with
scores higher than 50 are rated higher in this developmental domain or sub-domain compared
with their peers and children with scores less than 50 were rated lower in this developmental
14
These analyses incorporate the definition of approaches to learning presented earlier, based on the work of Paul McDermott.
Based on this definition, the creative arts items were conceptually aligned to the cognitive and general knowledge domains.
Massachusetts EEC Common Metric Project Memorandum #1
11
domain. T-scores were based on all children’s valid scores for a given developmental domain or
sub-domain.15 Additionally, the T-scores were then grouped by quartiles, so that groups of
children who were rated at the lowest quarter of the sample could be compared to children in the
other groups, to determine whether the mean T-scores are significantly different. By comparing
quartiles and age groups of children (three-, four- and five-year olds), we can determine whether
there is an expected developmental progression in scores within and across developmental
domains and sub-domain.
Tables 2 through 5 display the descriptive statistics for each of the three assessments,
showing average T-scores for each of the test developer’s domains. Since the WSS Head Start
version has different domains from the WSS Preschool, they are displayed in different tables.
Table 2. Work Sampling System Preschool (Ages 3, 4, 5) Descriptive Statistics by Domain
I. Personal and Social
Development3
II. Language and Literacy4
III. Mathematical Thinking5
IV. Scientific Thinking6
V. Social Studies7
VI. The Arts8
VII. Physical Development &
Health9
Total Score10
N
1,653
M
50.0
SD
10.0
Med
48.7
Skewness1
-.102
1,155
829
1,032
800
901
930
50.0
50.0
50.0
50.0
50.0
50.0
10.0
10.0
10.0
10.0
10.0
10.0
48.2
45.3
45.4
46.3
47.5
46.8
-.089
.096
.174
.156
-.147
-.004
1,660
50.0
10.0
48.2
-.547
Normality

Alpha
.950
.952
.936
.936
.938
.929






.952
.930

Skewness close to 0.0 suggests a distribution that approaches normality. 2 Mean Cronbach’s alpha for P3, P4, and K 3Number of
items: P3=13, P4=13, K=13; 4Number of items: P3=10, P4=12, K=12; 5Number of items: P3=7, P4=8, K=13; 6Number of items:
P3=3, P4=3, K=7; 7Number of items: P3=5, P4=8, K=10; 8Number of items: P3=4, P4=4, K=4; 9Number of items: P3=7, P4=7, K=7;
10
Number of items: P3=49, P=55, K=66.
1
Table 3. Work Sampling System Head Start (Ages 3, 4) Descriptive Statistics by Domain
I. Physical Development &
Health3
II. Social and Emotional
Development4
III. Approaches to Learning5
IV. Logic and Reasoning6
V. Language Development7
VI. Literacy Knowledge &
Skills8
VII. Mathematics
Knowledge & Skills9
VIII. Science Knowledge &
Skills10
IX. Creative Arts
15
Skewness1
.026
N
1,148
M
50.0
SD
10.0
Med
44.3
Normality

1,148
50.0
10.0
46.6
-.027

1,149
1,142
798
1,145
50.0
50.0
50.0
50.0
10.0
10.0
10.0
10.0
48.1
51.1
51.8
51.0
-.021
.147
-.523
.141




1,145
50.0
10.0
49.4
.327

1,149
50.0
10.0
47.8
.270

1,146
50.0
10.0
46.2
.030

Alpha
.950
.941
.935
.930
.903
.925
.940
.952
.929
T-scores were derived across all age groups of children, in order to determine whether the entire range of children’s abilities in
a given domain is represented. Typically, standardized test scores are derived based on key age groups of children, to understand
where a given child is located relative to the same age groups. However, in this early phase if the project we were more interested
in looking at the underlying distribution across age groups in T-scores.
Massachusetts EEC Common Metric Project Memorandum #1
12
Table 3. Work Sampling System Head Start (Ages 3, 4) Descriptive Statistics by Domain
N
Med
Skewness1
M
SD
Normality
1,140
50.0
10.0
50.5
.217

1,151
50.0
10.0
48.5
.155

Alpha
11
Expression
X. Social Studies Knowledge
& Skills12
Total Score13
.940
.953
1
Skewness close to 0.0 suggests a distribution that approaches normality. 2 Mean Cronbach’s alpha for HS3 and HS4. 3Number of
items: HS3=7, HS4=7; 4Number of items: HS3=9, HS4=9; 5Number of items: HS3=4, HS4=4; 6Number of items: HS3=2, HS4=3;
7Number of items: HS3=7, HS4=7; 8Number of items: HS3=6, HS4=7; 9Number of items: HS3=7, HS4=8; 10Number of items: HS3=2,
HS4=2; 11Number of items: HS3=5, HS4=5; 12 Number of items: HS3=5, HS4=7; 13 Number of items: HS3=56, HS4=59.
Table 4. Child Observation Record (COR) Descriptive Statistics by Domain
D1. Initiative (4 items)
D2. Social Relations (4
items)
D3. Creative Representation
(3 items)
D4. Movement and Music (5
items)
D5. Language and Literacy
(8 items)
D6. Mathematics and
Science (8 items)
Total Score (32 items)
N
258
261
M
50.0
50.0
SD
10.0
10.0
Med
50.1
50.1
Skewness1
-.123
-.272
290
50.0
10.0
52.1
-.495

245
50.0
10.0
51.2
-.254

Normality


Alpha
.890
.895
.794
.881
244
50.0
10.0
50.1
-.165

249
50.0
10.0
51.7
-.251

328
50.0
10.0
51.4
-.349

.910
.947
.969
1
Skewness close to 0.0 suggests a distribution that approaches normality.
Table 5. Teaching Strategies GOLD Descriptive Statistics by Domain
Social-Emotional (9 items)
Physical (5 items)
Language (8 items)
Cognitive (10 items)
Literacy (12 items)
Mathematics (7 items)
Science and Technology (5
items)
Social Studies (4 items)
The Arts (4 items)
English Language
Acquisition (2 items)
Total Score (66 items)
1Skewness
N
13,979
14,148
13,774
13,296
10,617
11,751
9,257
9,514
11,068
2,554
14,764
M
50.0
50.0
50.0
50.0
50.0
50.0
50.0
SD
10.0
10.0
10.0
10.0
10.0
10.0
10.0
50.0
50.0
50.0
10.0
10.0
10.0
50.0
10.0
Med
50.0
51.9
50.7
49.9
49.1
50.2
Skewness1
-0.051
-0.376
-0.276
-0.004
0.608
0.229
45.1
44.5
44.3
1.808
1.565
1.374
49.4
49.3
-0.078
0.482
Normality











Alpha
.970
.963
.975
.980
.968
.966
.961
.951
.962
.981
.924
close to 0.0 suggests a distribution that approaches normality.
The descriptive statistics display the number of valid cases for each domain, within each
test. We can see that the number of valid cases varied by domain, particularly for the WSS
Massachusetts EEC Common Metric Project Memorandum #1
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Preschool versions. This is expected because even within the same instrument, the data are not
without some missing items for each subdomain for a large number of children. As a result,
subdomain scores were imputed if they only had a few items missing, described later in the
“Missing Cases and Data Imputation” section. Thus, in all analyses of subdomain and total
scores for each instrument, the sample sizes will vary for each subdomain within a given test, in
order to maximize the available information.
The tables also show central tendency and variation, and because T-scores were
calculated, they will all have the same means and standard deviations. However, the extent to
which the median is similar to the mean is suggestive of whether the scores are normally
distributed, and this is further assessed by the measures of skewness. A check mark for normality
indicates whether, based on skewness, that the distributions of the domain scores approximate
the normal distribution.
III. Internal Consistency Reliability of Test Developer Domain Scores
Finally, Tables 2 through 5 display the total Alpha coefficients for each of the domains.
For the WSS the Alpha’s are extremely high, and in a narrow range from a low of 0.93 to a high
of 0.95. The internal consistencies of the COR domains were somewhat lower with a wider
range, from a low of 0.79 (Creative Representation) to 0.95 (Mathematics and Science).
However, it should be noted that many of the COR domains consisted of three or four items.
With so few items, one would expect lower levels of reliability, whereas, for the WSS, most of
the domains were comprised of 10-12 items (with some notable exceptions). Reliability for the
domains on the Teaching Strategies GOLD assessment was also very high, ranging from 0.92 to
0.98. Overall, these analyses suggest that the items that were used to measure a given domain
were highly consistent and suggest that they are all tapping the same underlying construct.
The normality of the domain scores suggest that the items that make up the domains of
each test appear to distinguish between differences in children’s true ability distribution on the
relevant developmental area. If the tests are able to measure children at different levels of ability,
then these ability distributions should be shaped as normal distributions, with many children
within one standard deviation above and below the mean while many fewer children are placed
at each of the tails of the distribution. We expect test scores to be normally distributed. If the
distribution of scores is not normal, then the test may be too hard or too easy for the range of
children, and may not properly identify children’s true level of development, making it difficult
to determine a common metric. Thus, the descriptive statistics for the domain scores suggest that
the scores are normally distributed.
However, the assumption of normality may not be entirely correct. When viewing
histograms shown in Figure 3, below for the Work Sampling System, it was apparent that large
groups of children have the same T-scores and that there was a sizeable group of children with
the highest T-score possible for the domain (shown by red circles). These distributions suggest
Massachusetts EEC Common Metric Project Memorandum #1
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that the tests may not measure correspond to the normal distribution curve, which is
superimposed against the number of cases for each T-score as a point of reference. Further, the
large number of children at the top end of the distribution suggests that many children may have
“maxed out” the ratings, indicative of a “ceiling effect.” Instead of forming a relatively smooth
and normally distributed curve suggestive of an ability distribution, we have some scores that
occur at higher frequencies. This would reflect more a stepped rather than continuous curve of
scores across the distribution and suggests that the tests may not be able to identify children at
different levels of the ability spectrum for a given developmental domain.
Figure 3. Distributions of Work Sampling System Domain Scores.
Massachusetts EEC Common Metric Project Memorandum #1
The above histograms show potential violations of normality for the WSS assessment.
Below in Figure 4, we see the distribution of domain scores on the GOLD assessment.
15
Massachusetts EEC Common Metric Project Memorandum #1
Figure 4. Distributions of GOLD Domain Scores.
16
Massachusetts EEC Common Metric Project Memorandum #1
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The distributions of scores on the GOLD sub-domains suggest that many appear to meet
the assumptions of normality. The sub-domains of Social-Emotional (9 items), Physical (5
items), Language (8 items), Cognitive (10 items), Literacy (12 items), Mathematics (7 items) and
English Language Acquisition (2 items) show, for the most part a normal distribution. The
distributions of some scores, for example, Literacy and Mathematics, are skewed to the left,
suggesting that more children are rated at the lower end of scores I is also noteworthy that
English Language Acquisition shows a relatively normal distribution despite comprising only
two items.
However, the relatively high, narrow amplitudes of the normal curves indicate that few
children scored at the tails of the distribution in most of the GOLD domains. This suggests that
the test may do a good job of discriminating between children’s abilities at the center of the
distribution but that there may be insufficient items at either the low end or the high end of the
distribution to properly test children with significantly lower or higher abilities. Further, the
following sub-domains show almost no variation and the distributions do not appear to be
normal: Science and Technology (5 items), Social Studies (4 items), and The Arts (4 items). On
Massachusetts EEC Common Metric Project Memorandum #1
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these items the large majority of children, upwards of 70 percent, were rated at the low end of the
distribution. Also for these sub-domains, not a single high score corresponding to a rating of 3/3
was recorded for any child. On these sub-domains, children received raw scores of only 1 or 2.
Thus, it would be difficult to consider these four domains as adequately distinguishing ability
levels of children on these developmental areas (Science and Technology, Social Studies, and
The Arts.
The next set of histograms (Figure 5) displays the distributions of domain scores for the
COR assessment.
Massachusetts EEC Common Metric Project Memorandum #1
Figure 5. Distributions of COR Domain Scores.
19
Massachusetts EEC Common Metric Project Memorandum #1
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In Figure 5, we see that many of the COR domains correspond approximately to a normal
distribution, particularly Creative Representation (3 items), Language and Literacy (8 items), and
Mathematics and Science (8 items). Several of these domains still display the higher amplitude
whereby most children are clustered at the center of the distribution. For the remaining three
domains - Initiative (4 items), Social Relations (4 items), and Movement and Music (5 items) –
scores correspond to a normal distribution except for a high number of cases at the high end of
the distribution, similar to what was found with the WSS domains. These two “tails” are
highlighted by red circles. It is especially noteworthy for the Social Relations domain that the
largest percentage of all children were rated at the two upper T-scores, suggesting that many
children hit the “ceiling” in terms of their skills on this domain. The same effect, to a lesser
extent, was found for the Initiative and Movement and Music domains. Overall, this suggests
that the full range of children’s abilities may not be fully represented by these test domains and
that we must be careful about potential violations of normality when moving forward with the
factor analyses for the second phase of this project.
V. Developmental Differences Test Developer Domains, by Ages and Quartiles
An important characteristic of developmental assessments is their ability to distinguish
between different age groups of children, and between different skill levels within each age
group. In order for a criterion-referenced assessment to be properly scaled, we would expect that
children of different ages score in a predictable manner, with an age-related progression in
average scores. Younger children should score lower on a test than will older children (assuming
the test is designed to cover these age groups).
Further, if we split the scores for a given developmental domain into four distinct groups
according to their T-scores, in which children are placed within quartiles based on the total or
subdomain scores. The quartile groups are indicative of children with different levels of abilities;
those in the lowest 25 percent of cases have lower levels of skills relative to their peers in the
three upper quartiles, and children with scores in the highest 25 percent are rated as being more
advanced on the underlying developmental domain compared to their peers.
Statistically significant differences by age group for a given subdomain within each
instrument should show a linear progression, in order to distinguish maturational differences.
Statistically significant cohort differences for a given subdomain identify children within age
groups at different skill levels. To show that a test does a good job of distinguishing maturation
(age) differences as well as skill level (quartile) differences, we would expect there to be main
effects of age and quartile in the T-scores, but that there should not be significant interaction
effects. That is, an interaction between age group and quartile would suggest that the younger or
older children do not hold their positions across skill levels, in which younger children should be
more likely represented within the lower quartiles of scores whereas older children should be
represented within the higher quartiles of scores. Older children should show age-related
changes compared to younger children because, as skills develop and become more highly
Massachusetts EEC Common Metric Project Memorandum #1
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integrated, children at higher skill levels show greater growth and development, compared with
younger children. In order to explore age and quartile differences, a series of two-way ANOVAs
were conducted with age and quartile group as the two independent variables and T-scores for
each subdomain, for each instrument, were the dependent variables.
The results of these analyses are summarized briefly here, with supporting tables and
figures available in Appendix B.
Table 6 summarizes the results of the two-way ANOVAs for the Work Sampling System,
Preschool and Head Start versions. For the Preschool Version, only two subdomains revealed
significant main effects of age; Language and Literacy and Social Studies. For these two
subdomains, as would be expected, T-scores for the three year olds were significantly lower than
scores for four year olds, which were, in turn, lower than scores for five year olds. However, for
the total WSS score as well as five of the other domains – Personal and Social Development,
Mathematical Thinking, Scientific Thinking, The Arts, and Physical Development and Health,
no significant main effect was found for age. Thus, scores for the subdomains and the total score
for the WSS do not consistently show the expected differences in maturation.
The WSS-Preschool instrument did reveal the expected significant quartile differences
for all of the subdomain and total scores, suggesting that subgrouping of scores correspond to
meaningful differences in ability levels.
Massachusetts EEC Common Metric Project Memorandum #1
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Table 6. Summary of Age and Quartile Differences, Work Sampling System Total and
Subdomain Scores.
Age
Quartile
Age X
Differences
Differences
Quartile
Assessment and Domains
Work Sampling System Preschool Version
ns
Q1 < Q2 < Q3 < Q4
ns
WSS Language and Literacy
3<4<5
Q1 < Q2 < Q3 < Q4
ns
WSS-Mathematical Thinking
ns
Q1 < Q2 < Q3 < Q4
p<.05
WSS-Scientific Thinking
ns
Q1 < Q2 < Q3 < Q4
p<.05
3<4<5
Q1 < Q2 < Q3 < Q4
p<.05
WSS-The Arts
ns
Q1 < Q2 < Q3 < Q4
ns
WSS-Physical Development and Health
ns
Q1 < Q2 < Q3 < Q4
p<.05
WSS-Total Score
Work Sampling System Head Start Version16
ns
Q1 < Q2 < Q3 < Q4
ns
WSSHS Physical Development and Health
3<4
Q1 < Q2 < Q3 < Q4
p<.05
WSSHS Social and Emotional Development
3<4
Q1 < Q2 < Q3 < Q4
ns
ns
Q1 < Q2 < Q3 < Q4
ns
WSSHS Logic and Reasoning
3<4
Q1 < Q2 < Q3 < Q4
p<.05
WSSHS Language Development
3<4
Q1 < Q2 < Q3 < Q4
p<.05
WSSHS Literacy Knowledge and Skills
3<4
Q1 < Q2 < Q3 < Q4
p<.05
WSSHS Mathematics Knowledge and Skills
3<4
Q1 < Q2 < Q3 < Q4
p<.05
WSSHS Science Knowledge and Skills
ns
Q1 < Q2 < Q3 < Q4
ns
WSSHS Creative Arts Expression
WSSHS Social Studies Knowledge and
Skills
3<4
Q1 < Q2 < Q3 < Q4
ns
3<4
Q1 < Q2 < Q3 < Q4
ns
WSSHS Total Score
3<4
Q1 < Q2 < Q3 < Q4
p<.05
WSS-Personal and Social Development
WSS-Social Studies
WSSHS Approaches to Learning
However, there was also a number of significant age by quartile interaction effects.
Through post-hoc comparisons of group means, these interaction effects indicate that the age
groups do not always maintain the developmental progression across all ability groups (cohort).
Ideally, we would not expect to find interaction effects, so that age groups are parallel across
quartiles, with little intersection. Figure 6 illustrates these differences (additional figures are
displayed in Appendix B).
16
There were no data for five-year olds. Thus, the comparisons were between the three- and four-year olds.
Massachusetts EEC Common Metric Project Memorandum #1
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Figure 6. WSS-Preschool Social Studies Subdomain, Age by Quartile Effects
Average T-Score
65
55
45
Three-Year Olds
Four-Year Olds
Five-Year Olds
35
25
Q1
Q2
Q3
Q4
Quartile
As we can see in Figure 6, three-year old children who were in the lowest quartile (Q1),
had lower scores compared to four year olds, but five year olds in the lowest quartile also had
scores similar to three-year olds. We would expect the five year olds to have higher scores even
at the lowest ability levels. As we move from the first to the second quartile, we find that the five
year olds have scores similar to the four-year olds and the three year olds in Q2 have the lowest
scores. But at the third quartile, the five years show significantly higher scores while the threeand four-year olds have similar scores. But at the highest quartile, the five year old no longer
hold this advantage over the other children and in fact show significantly lower scores compared
to the three- and four-year olds. Thus, there seems little correspondence between ability levels
as represented by the quartiles and children of different ages. As noted earlier and shown in
Table 6, there were significant interaction effects for other sub-domains of the WSS-Preschool.
Regarding scores on the Work Sampling System Head Start Version, there were
significant age group differences on almost all subdomains, with the exception of Approaches to
Learning and Science Knowledge and Skills. These differences were in the expected direction
with the four-year olds showing higher T-scores compared with three-year olds. There were also
significant quartile differences in the expected direction, but there were also a number of
significant age by quartile interaction effects, suggesting that the scores do not align according
age and skill level differences in the expected direction (Appendix B shows tables with the
means as well as figures for the interaction effects). The interaction effects for the total WSSHead Start score show the general pattern in these results (Figure 7). Whereas three-year olds
scored lower than four-year olds, as expected, at the bottom quartile (Q1) by the second quartile
(Q2) the gap in scores between three- and four-year olds narrowed so that they were not
significantly different. At the highest ability level (Q4) there were also non-significant
differences, suggesting that the test does not distinguish between children at different
developmental periods.
Massachusetts EEC Common Metric Project Memorandum #1
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Figure 7. WSS-Head Start Total Score, Age by Quartile Effects
65.0
Average T-Score
55.0
45.0
Three-Year Olds
Four-Year Olds
35.0
25.0
Q1
Q2
Q3
Q4
Quartile
Table 7 shows the results of the two-way ANOVAs for the Child Observation Record.
For this instrument, data were available only for three and four year olds.
Table 7. Summary of Age and Quartile Differences for Child Observation Record (COR)
Total and Subdomain Scores.
Age
Quartile
Assessment and Domains
AgeXQuartile
Differences
Differences
3<4
Q1 < Q2 < Q3 < Q4
ns
ns
Q1 < Q2 < Q3 < Q4
ns
COR Creative Representation
3<4
Q1 < Q2 < Q3 < Q4
ns
COR Movement and Music
3<4
Q1 < Q2 < Q3 < Q4
p<.05
COR Language and Literacy
ns
Q1 < Q2 < Q3 < Q4
ns
COR Mathematics and Science
3<4
Q1 < Q2 < Q3 < Q4
ns
COR Total Score
3<4
Q1 < Q2 < Q3 < Q4
p<.05
COR Initiative
COR Social Relations
As we can see in Table 7, there were significant age and cohort differences for many of
the subdomain scores as well as the total score, although there were no differences between
three- and four-year olds for the subdomains of Social Relations and Language and Literacy.
However, there were relatively few interaction effects, with the exception of the Movement and
Music subdomain and the COR total score. Figure 8 illustrates the interaction effects in the COR.
Massachusetts EEC Common Metric Project Memorandum #1
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Figure 8. Child Observation Record (COR) Total Score, Age by
Quartile Effects
Average T-Score
65.0
55.0
45.0
Three-Year Olds
35.0
Four-Year Olds
25.0
Q1
Q2
Q3
Q4
Quartile
COR total scores were lowest for three-year olds, compared to four-year olds, at the
lowest quartile, as expected, and these differences narrowed in the two middle quartiles, and, at
the highest quartile, the initial differences between three- and four-year olds were evident but
were much smaller than those among children at the lowest quartile. These interaction effects
suggest that, at the middle ability levels, there are no significant differences between the threeand four-year olds. Overall, the COR total score appears to do a better job of distinguishing age
differences among those only at the lowest skill levels.
Table 8 summarizes the results of the two-way analyses for the Teaching Strategies’
GOLD total and domain scores.17 As we can see, there were significant main effects of age for
all subdomain scores, although for the Physical domain the one-year olds had lower scores than
the two- and three-year olds, who were not significantly different from each other. These two age
groups (2-3 year olds) were significantly different from the four- and five-year olds, who were
also not significantly different from each other. For all domains, there were significant quartile
differences as expected, but there were also significant age by quartile group interaction effects.
These interaction effects are illustrated in Figure 9.
17
Four domains (English Acquisition, Science and Technology, Social Studies, and the Arts were excluded from these analyses
due to small cell sizes and the previously discussed issues related to normality and variability.
Massachusetts EEC Common Metric Project Memorandum #1
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Table 8. Summary of Age and Quartile Differences, Teaching Strategies GOLD
Total and Subdomain Scores.
Assessment and Domains
Age
Differences
Quartile
Differences
Age X Quartile
Social Emotional
1<2<3<4<5
Q1 < Q2 < Q3 < Q4
p<.05
Physical
1<2,3<4,5
Q1 < Q2 < Q3 < Q4
p<.05
Language
1<2<3<4<5
Q1 < Q2 < Q3 < Q4
p<.05
Cognitive
1<2<3<4<5
Q1 < Q2 < Q3 < Q4
p<.05
Literacy
1<2<3<4<5
Q1 < Q2 < Q3 < Q4
p<.05
Mathematics
1<2<3<4<5
Q1 < Q2 < Q3 < Q4
p<.05
Figure 9. Teaching Strategies GOLD Literacy Domain Score, Age by Quartile
Effects
Average T-Score
60.0
50.0
One-Year Olds
Two-Year Olds
Three-Year Olds
Four-Year Olds
Five-Year Olds
40.0
30.0
Q1
Q2
Quartile
Q3
Q4
In Figure 9, the one-year olds in the lowest quartile were rated lower than the other
children, as expected, although the differences between the children in the other age groups was
not significant for children scoring in the lowest quartile. At the two middle quartiles, the age
differences are not significant although the one-year olds actually had higher scores than their
older peers at these ability levels. At the highest quartile (Q4), the one-year olds were
significantly lower than the other ages, although the order of scores did not follow the expected
developmental trend by age. While the four- and five-year olds in the highest quartile had
significantly higher scores than the other age groups, the three-year old scores were lower than
the two-year old scores. Thus, while some age differences within quartiles corresponded to
expected differences, the scores on the Literacy domain do not show a consistent trend across the
Massachusetts EEC Common Metric Project Memorandum #1
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quartiles and, in the two middle quartiles, the five age groups are not highly distinguishable.
These interaction effects suggest that the GOLD scores in general do not correspond to
significant differences in age and ability levels.
VI. Data Quality and Missing Data
Question: Is the Quality of the Data Provided Sufficient for the Planned Analyses?
A. Data Collection Time Points
According to the publisher guidelines, each of the three assessments should include at least three
periods of data collection to assess child progress. In the data files supplied by MA EEC, the
data entry time points associated with these periods are labeled as follows: P1 (Summer
2011/2012), P2 (Fall 2012/2013), P3 (Winter 2012/2013), and P4 (Spring 2012/2013).
Based on the files provided in November of 2012, only the P1 time point (Summer 2011-2012)
contained data from all three instruments. Of the three assessment data files, only the GOLD file
contained data for all three time points. (Note: the GOLD P3 data file was truncated and included
scores for the social emotional domain only). Table 9 summarizes the data time points
represented by the data files provided in November, 2012.
Table 9. Common Metric Data by Time Point for Data files sent January, 2012a
Instrument
Spring 2011-2012
Summer 20112012 (P1)
Fall 2012-2013
(P2)
Winter 20122013 (P3)
COR
No Data
Yes
No Data
No Data
GOLD
Yes
Yes
Yes
No Data
No Data
Yes
No Data
No Data
WSS
a.
Includes all age groups.
In order to assess developmental change over time, we will need data from more than one time
point and ideally for three time points (according to the test publishers) for each of the
assessments. Further, when examining data from additional time points, it would be necessary to
make sure that the assessment periods are consistent and do not overlap. For example, the data
collection time periods and data entry deadlines for the fall and winter should be identified as
distinct time periods. Nevertheless, the current dataset suggests that it would be impossible to
measure change over time given the lack of additional data points.
B. Missing Data
In general, decisions about how to deal with missing data must take into account the
amount of missing data, the type of missing data, and the reasons for the missing data. In
Massachusetts EEC Common Metric Project Memorandum #1
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examining the data files for the three assessments, there were many cases where only a few items
were missing, probably due to random errors completing all the ratings and inputting the data
into the online database. It was determined that these “missing at random” cases can be
“recoverable.” The approach we used was a simple one: a) Assess each subdomain of an
instrument separately for cases with missing items and then b) Apply a set of rules for
determining the maximum of missing items given the number of possible items and prorate the
subdomain score based on the number of valid items.
For subdomains with three to six items, cases were assigned subdomain scores based on
the number of valid items if no more than 1 item was missing. For subdomains with seven to
fourteen items, cases were assigned valid subdomain scores if no more than 2 items were
missing; and for subdomains with more than 15 items, cases were assigned subdomain scores if
no more than 3 items were missing.
For cases that met these criteria for each subdomain of a test, scores were derived based
on the prorated raw scores from the valid items for a given subdomain. The argument for
including up to three items with missing scores (for subdomains with more than 15 items) as part
of a complete dataset was based on the likelihood that this minimal number of missing items can
allow a valid score to be estimated from the remaining data without greatly affecting the
subdomain average scores. This also assumes that the scores were missing at random and were
not missing due to systematic reasons. The percentages of cases for each instrument that were
imputed varied from 0.2 percent for the WSS Head Start instrument, to 3.5 percent for the COR,
3.8 percent for the WSS Preschool instrument, and 7 percent for Teaching Strategies GOLD.18
Even with this relatively modest imputation method, there were substantial numbers of
missing cases for each instrument. Table 10 summarizes the number of valid and missing data
by domain for each of the three assessments after the above imputation occurred. For all of the
tests with the exception of the WSS-HS, overall there is a very high percentage of missing data
across all domains.
By way of comparison, across the three instruments, MA EEC provided NYU with an
earlier data set comprising a total of 9,582 cases from the fall and winter of 2011-12. Upon initial
examination of the data, NYU reported that 35 percent of fall cases and 29 percent of winter
cases were immediately removed from further analysis because they contained only child
demographic information, but no assessment or score data. The amount of missing data in the
current dataset is similar to this level with a higher percentage of missing cases notably for the
Teaching Strategies GOLD instrument and slightly lower levels for the other instruments.
18
These percentages were calculated as the harmonic means for the average percentage of imputed scores for all subdomain
scores within an instrument, because valid and missing cases were not independent for subdomains. That is, a given case could
have missing items in more than subdomain score and thus the average percentage imputed had to take into account the “weight”
of missing cases for each subdomain.
Massachusetts EEC Common Metric Project Memorandum #1
Table 10. Valid and Missing Cases by Assessment and Domain
Valid N
Missing
N
Total N
Percent
Missing
1,155
829
1,032
800
901
564
1,062
1,388
1,185
1,417
2,217
2,217
2,217
2,217
2,217
25.4%
47.9%
62.6%
53.5%
63.9%
VI. The Arts
VII. Physical Development & Health
Total Score
Work Sampling System Head Start (WSS)
I. Physical Development & Health
II. Social and Emotional Development
III. Approaches to Learning
IV. Logic and Reasoning
930
1,660
1,155
1,316
1,287
557
2,217
2,217
2,217
59.4%
58.1%
25.1%
1,148
1,148
1,149
1,142
6
6
5
12
1,154
1,154
1,154
1,154
0.5%
0.5%
0.4%
1.0%
V. Language Development
VI. Literacy Knowledge & Skills
VII. Mathematics Knowledge & Skills
VIII. Science Knowledge & Skills
IX. Creative Arts Expression
X. Social Studies Knowledge & Skills
798
1,145
1,145
1,149
1,146
1,140
356
9
9
5
8
14
1,154
1,154
1,154
1,154
1,154
1,154
30.8%
0.8%
0.8%
0.4%
0.7%
1.2%
Total Score
Teaching Strategies GOLD
Social-Emotional
Physical
Language
Cognitive
Literacy
Mathematics
1,151
3
1,154
0.3%
13,979
14,148
13,774
13,296
10,617
11,751
13,603
13,434
13,808
14,286
16,965
15,831
27,582
27,582
27,582
27,582
27,582
27,582
49.3%
48.7%
50.1%
51.8%
61.5%
57.4%
Science and Technology
Social Studies
The Arts
English Language Acquisition
Total Score
Child Observation Record (COR)
D1. Initiative
D2. Social Relations
9,257
9,514
11,068
2,554
14,764
18,325
18,068
16,514
25,028
12,818
27,582
27,582
27,582
27,582
27,582
66.4%
65.5%
59.9%
90.7%
46.5%
258
261
197
194
455
455
43.3%
42.6%
D3. Creative Representation
D4. Movement and Music
D5. Language and Literacy
D6. Mathematics and Science
Total Score
290
245
244
249
328
165
210
211
206
127
455
455
455
455
455
36.3%
46.2%
46.4%
45.3%
27.9%
Work Sampling System Preschool (WSS)
I. Personal and Social Development
II. Language and Literacy
III. Mathematical Thinking
IV. Scientific Thinking
V. Social Studies
29
Massachusetts EEC Common Metric Project Memorandum #1
30
The high number of missing data for the GOLD may be due to the participation of the
Boston school district in which they only completed the Social-Emotional Domain items. Still,
this would not explain the almost 50 percent of cases missing from just this single domain. It also
should be noted that the NYU analyses did not look at missing data at the same level of detail
that we did (by sub-domain and using the same missing data criteria).
The lack of complete data makes it difficult to determine whether the three assessment
instruments can yield a common metric, in a number of ways. First, with a reduced number of
cases, we cannot be sure that the full continuum of children’s abilities in a given domain is
properly represented. That is, some subgroups of the population may not be represented in the
data, especially those subgroups where children are at the lower or upper end of the ability
distribution. As well, the potential violations of normality that we found may be due at least in
part to the reduced number of valid cases, suggesting that if/when the missing data are “filled in”
we might indeed find more of a normal distribution of scores. Finally, even though the number of
valid cases appears large enough to override concerns about missing data, the analyses become
more unstable the more that the sample is broken into different age groups and ability/skill
levels. This is especially true for the two-way ANOVAs where some of the cell sizes are
relatively small. It is possible that some of these analyses did not reach levels of statistical
significance due to relatively low statistical power.
There are two recommendations that we can make based on this level of missing data,
which far exceeds the convention for the amount of missing data “allowed” to continue the
sophisticated analyses we have planned in the next phases of this project. First, the factor
analytic analyses should be considered preliminary due to the amount of missing data, and we
are concerned we may not have enough cases to properly explore some subgroups of the
population. A second suggestion is that it would be useful to discuss these missing data issues
and potential strategies for improving the quality of future assessment data.
Massachusetts EEC Common Metric Progress Memorandum
APPENDIX A
31
Massachusetts EEC Common Metric Progress Memorandum
REVISED Appendix Table A-1. Matches by Instrument and Common Metric Domain (N=407)
Match
Non-Match
Total Items
n
%
n
%
10
14
4
3
3
34
10
14
4
3
3
34
100.0
100.0
100.0
100.0
100.0
100.0
0
0
0
0
0
0
0.0
0.0
0.0
0.0
0.0
0.0
42
25
8
10
5
90
42
19
8
10
5
84
100.0
76.0
100.0
100.0
100.0
93.3
0
6
0
0
0
6
0.0
24.0
0.0
0.0
0.0
6.7
10
19
9
7
4
49
10
14
5
7
4
40
100.0
73.7
55.6
100.0
100.0
81.6
0
5
4
0
0
9
0.0
26.3
44.4
0.0
0.0
18.4
12
23
9
7
4
55
12
15
5
7
4
43
100.0
65.2
55.6
100.0
100.0
78.2
0
8
4
0
0
12
0.0
34.8
44.4
0.0
0.0
21.8
12
22
9
7
4
54
12
17
5
7
4
45
100.0
77.3
55.6
100.0
100.0
83.3
0
5
4
0
0
9
0.0
22.7
44.4
0.0
0.0
16.7
13
26
9
7
4
59
13
18
5
7
4
47
100.0
69.2
55.6
100.0
100.0
71.2
0
8
4
0
0
12
0.0
30.8
44.4
0.0
0.0
20.3
12
34
12
18
100.0
52.9
0
16
0.0
47.1
COR
Language/Literacy
Cognitive
Social Emotional
Physical/Health
Approaches to Learning
Total
GOLD
Language/Literacy
Cognitive
Social Emotional
Physical/Health
Approaches to Learning
Total
WSS-P3
Language/Literacy
Cognitive
Social Emotional
Physical/Health
Approaches to Learning
Total
WSS-P4
Language/Literacy
Cognitive
Social Emotional
Physical/Health
Approaches to Learning
Total
WSS-HS3
Language/Literacy
Cognitive
Social Emotional
Physical/Health
Approaches to Learning
Total
WSS-HS4
Language/Literacy
Cognitive
Social Emotional
Physical/Health
Approaches to Learning
Total
WSS-K
Language/Literacy
Cognitive
32
Massachusetts EEC Common Metric Progress Memorandum
Match
Social Emotional
Physical/Health
Approaches to Learning
Total
Total
Language/Literacy
Cognitive
Social Emotional
Physical/Health
Approaches to Learning
Total
Total Items
n
9
7
4
66
111
163
57
48
28
407
Non-Match
5
7
4
46
%
55.6
100.0
100.0
69.7
n
4
0
0
20
%
44.4
0.0
0.0
30.3
111
115
37
48
28
339
100.0
70.6
64.9
100.0
100.0
83.3
0
48
20
0
0
68
0.0
29.4
35.1
0.0
0.0
16.7
33
Massachusetts EEC Common Metric Progress Memorandum
REVISED Appendix Table A-2. Item Matches
Match/
Objectiv
e#
Tool
Developer’s Domain
Common Metric Domain
1
COR
Language and Literacy
Language and Literacy
Q
Listening to and understanding speech.
1
COR
English Language Learners
Language and Literacy
HH
Listening and understanding (ELL).
1
GOLD
Language
Language and Literacy
8a
Comprehends Language.
1
GOLD
Language
Language and Literacy
8b
Follows directions.
1
GOLD
English Language Learners
Language and Literacy
37
Demonstrates progress in listening to and understanding
English (ELL).
1
GOLD
Language/English Language Learners
Language and Literacy
S8a
Comprehends Language (ELL).
1
GOLD
Language/English Language Learners
Language and Literacy
S8b
Follows directions (ELL).
1
WSS-P3
Language and Literacy
Language and Literacy
II-A2
Follows two-step directions.
1
WSS-P3
Language and Literacy
Language and Literacy
II-A1
Gains meaning by listening.
1
WSS-P4
Language and Literacy
Language and Literacy
II-A2
Follows two or three-step directions.
1
WSS-P4
Language and Literacy
Language and Literacy
II-A1
Gains meaning by listening.
Language Development
Language and Literacy
V-A2
Follows two-step directions.
Language Development
Language and Literacy
V-A1
Gains meaning by listening.
English Language Learners
Language and Literacy
V-A3
For non-English speaking children, comprehends or
understands the English language (ELL).
Language Development
Language and Literacy
V-A2
Follows two- or three-step directions.
Language Development
Language and Literacy
V-A1
Gains meaning by listening.
Language/English Language Learners
Language and Literacy
V-A3
For non-English speaking children, comprehends or
understands the English language (ELL).
1
1
1
1
1
1
WSSHS3
WSSHS3
WSSHS3
WSSHS4
WSSHS4
WSSHS4
Item ID
Item
1
WSS-K
Language and Literacy
Language and Literacy
II-A2
Follows directions that involve a series of actions.
1
WSS-K
Language and Literacy
Language and Literacy
II-A1
Gains meaning by listening.
34
Massachusetts EEC Common Metric Progress Memorandum
Match/
Objectiv
e#
Tool
Developer’s Domain
Common Metric Domain
2
COR
Language and Literacy
Language and Literacy
R
Using vocabulary.
2
GOLD
Language and Literacy
Language and Literacy
9a
Uses and expanding expressive vocabulary.
2
GOLD
Language/English Language Learners
Language and Literacy
S9a
Uses an expanding expressive vocabulary (ELL).
2
WSS-P3
Language and Literacy
Language and Literacy
II-B2
2
WSS-P4
Language and Literacy
Language and Literacy
II-B2
Language Development
Language and Literacy
V-B2
Language Development
Language and Literacy
V-B2
2
2
WSSHS3
WSSHS4
Item ID
Item
Uses expanded vocabulary and language for a variety of
purposes.
Uses expanded vocabulary and language for a variety of
purposes.
Uses expanded vocabulary and language for a variety of
purposes.
Uses expanded vocabulary and language for a variety of
purposes.
Uses expanded vocabulary and language for a variety of
purposes.
2
WSS-K
Language and Literacy
Language and Literacy
II-B2
3
COR
Language and Literacy
Language and Literacy
S
Using complex patterns of speech.
3
COR
Language/English Language Learners
Language and Literacy
GG
Speaking and communicating (ELL).
3
GOLD
Language
Language and Literacy
9b
Speaks clearly.
3
GOLD
Language
Language and Literacy
9c
Uses conventional grammar.
3
GOLD
Language
Language and Literacy
9d
Tells about another time or place.
3
GOLD
Language
Language and Literacy
10a
Engages in conversations.
3
GOLD
Language
Language and Literacy
10b
Uses social rules of language.
3
GOLD
Language/English Language Learners
Language and Literacy
38
Demonstrates progress in speaking English (ELL).
3
GOLD
Language/English Language Learners
Language and Literacy
S9b
Speaks clearly (ELL).
3
GOLD
Language/English Language Learners
Language and Literacy
S9c
Uses conventional grammar (ELL).
3
GOLD
Language/English Language Learners
Language and Literacy
S9d
Tells about another time or place (ELL).
3
GOLD
Language/English Language Learners
Language and Literacy
S10a
Engages in conversations (ELL).
35
Massachusetts EEC Common Metric Progress Memorandum
Match/
Objectiv
e#
Tool
Developer’s Domain
Common Metric Domain
3
GOLD
Language/English Language Learners
Language and Literacy
S10b
3
WSS-P3
Language and Literacy
Language and Literacy
II-B1
3
WSS-P3
Language and Literacy
Language and Literacy
II-B2
3
WSS-P4
Language and Literacy
Language and Literacy
II-B2
3
WSS-P4
Language and Literacy
Language and Literacy
II-B1
Language Development
Language and Literacy
V-B1
Language Development
Language and Literacy
V-B2
Language/English Language Learners
Language and Literacy
V-B3
Language Development
Language and Literacy
V-B1
Language Development
Language and Literacy
V-B2
Language/English Language Learners
Language and Literacy
V-B3
3
3
3
3
3
3
WSSHS3
WSSHS3
WSSHS3
WSSHS4
WSSHS4
WSSHS4
Item ID
Item
Uses social rules of language (ELL).
Speaks clearly enough to be understood by most
listeners.
Uses expanded vocabulary and language for a variety of
purposes.
Uses expanded vocabulary and language for a variety of
purposes.
Speaks clearly enough to be understood without
contextual clues.
Speaks clearly enough to be understood by most
listeners.
Uses expanded vocabulary and language for a variety of
purposes.
For non-English speaking children, speaks or uses English
(ELL).
Speaks clearly enough to be understood without
contextual clues.
Uses expanded vocabulary and language for a variety of
purposes.
For non-English speaking children, speaks or uses English
(ELL).
3
WSS-K
Language and Literacy
Language and Literacy
II-B1
Speaks clearly and conveys ideas effectively.
3
WSS-K
Language and Literacy
Language and Literacy
II-B2
Uses expanded vocabulary and language for a variety of
purposes.
4
COR
Language and Literacy
Language and Literacy
T
4
GOLD
Language and Literacy
Language and Literacy
15c
Notices and discriminates smaller and smaller units of
sound.
4
GOLD
Literacy
Language and Literacy
15a
Notices and discriminates rhyme.
4
GOLD
Literacy
Language and Literacy
15b
Notices and discriminates alliteration.
4
GOLD
Literacy/English Language Learners
Language and Literacy
S15c
Notices and discriminates smaller and smaller units of
sound (ELL).
4
GOLD
Literacy/English Language Learners
Language and Literacy
S15a
Notices and discriminates rhyme (ELL).
4
GOLD
Literacy/English Language Learners
Language and Literacy
S15b
Notices and discriminates alliteration (ELL).
Showing awareness of sounds in word.
36
Massachusetts EEC Common Metric Progress Memorandum
Match/
Objectiv
e#
Tool
Developer’s Domain
Common Metric Domain
Item ID
Item
4
WSS-P3
Language and Literacy
Language and Literacy
II-A3
Shows beginning phonological awareness.
4
WSS-P4
Language and Literacy
Language and Literacy
II-A3
Demonstrates phonological awareness.
Literacy Knowledge and Skills
Language and Literacy
VI-B1
Shows beginning phonological awareness.
Literacy Knowledge and Skills
Language and Literacy
VI-B1
Demonstrates phonological awareness.
4
4
WSSHS3
WSSHS4
4
WSS-K
Language and Literacy
Language and Literacy
II-A3
Demonstrates phonological awareness.
5
COR
Language and Literacy
Language and Literacy
U
Demonstrating knowledge about books.
5
GOLD
Literacy
Language and Literacy
17a
Uses and appreciates books.
5
GOLD
Literacy
Language and Literacy
17b
Uses print concepts.
5
GOLD
Literacy/English Language Learners
Language and Literacy
S17a
Uses and appreciates books (ELL).
5
GOLD
Literacy/English Language Learners
Language and Literacy
S17b
Uses print concepts (ELL).
5
GOLD
Literacy
Language and Literacy
18a
Interacts during read-alouds and book conversations
5
GOLD
Literacy/English Language Learners
Language and Literacy
S18a
Interacts during read-alouds and book conversations
(ELL).
5
WSS-P3
Literacy
Language and Literacy
II-C3
Comprehends and responds to stories read aloud.
5
WSS-P3
Language and Literacy
Language and Literacy
II-C1
Shows appreciation for books.
5
WSS-P4
Language and Literacy
Language and Literacy
II-C4
Comprehends and responds to stories read aloud.
5
WSS-P4
Language and Literacy
Language and Literacy
II-C1
Shows appreciation for books and reading.
5
WSS-P4
Language and Literacy
Language and Literacy
II-C2
Shows beginning understanding of concepts about print.
Literacy Knowledge and Skills
Language and Literacy
VI-A1
Shows appreciation for books.
Literacy Knowledge and Skills
Language and Literacy
VI-A2
Comprehends and responds to stories read aloud.
Literacy/English Language Learners
Language and Literacy
V-C1
5
5
5
WSSHS3
WSSHS3
WSSHS3
For non-English speaking children, understands and
responds to books, storytelling, and songs presented in
English (ELL).
37
Massachusetts EEC Common Metric Progress Memorandum
Match/
Objectiv
e#
5
5
5
5
Tool
WSSHS4
WSSHS4
WSSHS4
WSSHS4
Developer’s Domain
Common Metric Domain
Item ID
Item
Literacy Knowledge and Skills
Language and Literacy
VI-A1
Shows appreciation for books and reading.
Literacy Knowledge and Skills
Language and Literacy
VI-A2
Comprehends and responds to stories read aloud.
Literacy Knowledge and Skills
Language and Literacy
VI-D1
Shows beginning understanding of concepts about print.
Literacy/English Language Learners
Language and Literacy
V-C1
For non-English speaking children, understands and
responds to books, storytelling, and songs presented in
Shows
Englishinterest
(ELL). in and knowledge about books and
reading.
5
WSS-K
Language and Literacy
Language and Literacy
II-C1
5
WSS-K
Language and Literacy
Language and Literacy
II-C2
6
COR
Language and Literacy
Language and Literacy
V
6
GOLD
Literacy
Language and Literacy
16b
Uses letter-sound knowledge.
6
GOLD
Literacy
Language and Literacy
16a
Identifies and names letters.
6
GOLD
Literacy/English Language Learners
Language and Literacy
S16b
Uses letter-sound knowledge (ELL).
6
GOLD
Literacy/English Language Learners
Language and Literacy
S16a
Identifies and names letters (ELL).
6
WSS-P3
Language and Literacy
Language and Literacy
II-C2
Shows interest in letters and words.
6
WSS-P4
Language and Literacy
Language and Literacy
II-C3
Begins to develop knowledge about letters.
Literacy Knowledge and Skills
Language and Literacy
VI-C1
Shows interest in letters and words.
Literacy Knowledge and Skills
Language and Literacy
VI-C1
Begins to develop knowledge about letters.
Knows letters, sounds, and how they form words.
6
6
WSSHS3
WSSHS4
Shows some understanding of concepts about print.
Using letter names and sounds.
6
WSS-K
Language and Literacy
Language and Literacy
II-C3
7
COR
Language and Literacy
Language and Literacy
W
7
GOLD
Literacy
Language and Literacy
18b
Uses emergent reading skills.
7
GOLD
Literacy/English Language Learners
Language and Literacy
S18b
Uses emergent reading skills (ELL).
7
WSS-P3
Language and Literacy
Language and Literacy
II-C1
Shows appreciation for books.
Reading.
38
Massachusetts EEC Common Metric Progress Memorandum
Match/
Objectiv
e#
7
7
7
Tool
WSS-P4
WSSHS3
WSSHS4
Developer’s Domain
Common Metric Domain
Item ID
Item
Language and Literacy
Language and Literacy
II-C1
Shows appreciation for books and reading.
Literacy Knowledge and Skills
Language and Literacy
VI-A1
Shows appreciation for books.
Literacy Knowledge and Skills
Language and Literacy
VI-A1
Shows appreciation for books and reading.
Shows interest in and knowledge about books and
reading.
7
WSS-K
Language and Literacy
Language and Literacy
II-C1
8
COR
Language and Literacy
Language and Literacy
X
8
GOLD
Literacy
Language and Literacy
19b
Writes to convey meaning.
8
GOLD
Literacy
Language and Literacy
19a
Writes name.
8
GOLD
Literacy/English Language Learners
Language and Literacy
S19b
Writes to convey meaning (ELL).
8
GOLD
Literacy/English Language Learners
Language and Literacy
S19a
Writes name (ELL).
8
WSS-P3
Language and Literacy
Language and Literacy
II-D2
Uses scribbles and unconventional shapes to write.
8
WSS-P4
Language and Literacy
Language and Literacy
II-D2
Uses letter-like shapes, symbols, and letters to convey
meaning.
8
WSS-P4
Language and Literacy
Language and Literacy
II-D3
Understands purposes for writing.
Literacy Knowledge and Skills
Language and Literacy
VI-D1
Uses scribbles and unconventional shapes to write.
Literacy Knowledge and Skills
Language and Literacy
VI-E1
8
8
WSSHS3
WSSHS4
Writing.
Uses letter-like shapes, symbols, and letters to convey
meaning
Uses letter-like shapes, symbols, and letters to convey
meaning.
8
WSS-K
Language and Literacy
Language and Literacy
II-D2
8
WSS-K
Language and Literacy
Language and Literacy
II-D3
Understands purposes for writing.
9
GOLD
Comprehends and responds to books
and other texts
Language and Literacy
18c
Retells stories.
9
GOLD
Literacy/English Language Learners
Language and Literacy
S18c
Retells stories (ELL).
9
COR
Language and Literacy
Language and Literacy
U
9
WSS-P3
Language and Literacy
Language and Literacy
II-C3
Demonstrating knowledge about books.
Comprehends and responds to stories read aloud.
39
Massachusetts EEC Common Metric Progress Memorandum
Match/
Objectiv
e#
Tool
Developer’s Domain
Common Metric Domain
Item ID
Item
9
WSS-P3
Language and Literacy
Language and Literacy
II-C1
Shows appreciation for books.
9
WSS-P4
Language and Literacy
Language and Literacy
II-C4
Comprehends and responds to stories read aloud.
9
WSS-P4
Language and Literacy
Language and Literacy
II-C1
Shows appreciation for books and reading.
Literacy Knowledge and Skills
Language and Literacy
VI-A2
Comprehends and responds to stories read aloud.
Literacy Knowledge and Skills
Language and Literacy
VI-A1
Shows appreciation for books.
Literacy Knowledge and Skills
Language and Literacy
VI-A1
Shows appreciation for books and reading.
Literacy Knowledge and Skills
Language and Literacy
VI-A2
Comprehends and responds to stories read aloud.
9
9
9
9
WSSHS3
WSSHS3
WSSHS4
WSSHS4
Shows interest in and knowledge about books and
reading.
Comprehends and responds to fiction and nonfiction
text.
9
WSS-K
Language and Literacy
Language and Literacy
II-C1
9
WSS-K
Language and Literacy
Language and Literacy
II-C4
10
COR
Science and Mathematics
Cognitive and General Knowledge
Y
Sorting objects.
10
GOLD
Cognitive
Cognitive and General Knowledge
13
Uses classification skills.
10
WSS-P3
Mathematical Thinking
Cognitive and General Knowledge
III-C1
Sorts objects into subgroups that vary by one attribute.
10
WSS-P4
Mathematical Thinking
Cognitive and General Knowledge
III-C1
Sorts objects into subgroups that vary by one or two
attributes.
Mathematics Knowledge and Skills
Cognitive and General Knowledge
VII-D1
Sorts objects into subgroups that vary by one attribute.
Mathematics Knowledge and Skills
Cognitive and General Knowledge
VII-D1
Mathematical Thinking
Cognitive and General Knowledge
III-C1
10
10
WSSHS3
WSSHS4
Sorts objects into subgroups that vary by one or two
attributes.
Sorts objects into subgroups classifying and comparing
according to a rule.
10
WSS-K
11
COR
Science and Mathematics
Cognitive and General Knowledge
Z
Identifying patterns.
11
GOLD
Mathematics
Cognitive and General Knowledge
23
Demonstrates knowledge of patterns.
11
WSS-P3
Mathematical Thinking
Cognitive and General Knowledge
III-C1
Sorts objects into subgroups that vary by one attribute.
11
WSS-P4
Mathematical Thinking
Cognitive and General Knowledge
III-C1
Sorts objects into subgroups that vary by one or two
attributes.
40
Massachusetts EEC Common Metric Progress Memorandum
Match/
Objectiv
e#
11
11
11
11
Tool
WSS-P4
WSSHS3
WSSHS4
WSSHS4
Developer’s Domain
Common Metric Domain
Item ID
Item
Mathematical Thinking
Cognitive and General Knowledge
III-C2
Recognizes simple patterns and duplicates them.
Mathematics Knowledge and Skills
Cognitive and General Knowledge
VII-D1
Sorts objects into subgroups that vary by one attribute.
Mathematics Knowledge and Skills
Cognitive and General Knowledge
VII-D1
Sorts objects into subgroups that vary by one or two
attributes.
Mathematics Knowledge and Skills
Cognitive and General Knowledge
VII-D2
Recognizes simple patters and duplicates them
11
WSS-K
Mathematical Thinking
Cognitive and General Knowledge
III-C2
Recognizes, duplicates, and extends patterns.
11
WSS-K
Mathematical Thinking
Cognitive and General Knowledge
III-C1
Sorts objects into subgroups classifying and comparing
according to a rule.
12
COR
Science and Mathematics
Cognitive and General Knowledge
BB
Counting.
12
GOLD
Mathematics
Cognitive and General Knowledge
20a
Counts.
12
GOLD
Mathematics
Cognitive and General Knowledge
20b
Quantifies.
12
GOLD
Mathematics
Cognitive and General Knowledge
20c
Connects numerals with their quantities.
12
WSS-P3
Mathematical Thinking
Cognitive and General Knowledge
III-B1
Shows curiosity and interest in counting and numbers.
12
WSS-P4
Mathematical Thinking
Cognitive and General Knowledge
III-B1
Shows beginning understanding of number and quantity.
Mathematics Knowledge and Skills
Cognitive and General Knowledge
VII-A1
Shows curiosity and interest in counting and numbers.
Mathematics Knowledge and Skills
Cognitive and General Knowledge
VII-A1
Shows beginning understanding of number and quantity
12
12
WSSHS3
WSSHS4
12
WSS-K
Mathematical Thinking
Cognitive and General Knowledge
III-B1
Shows understanding of number and quantity.
12
WSS-K
Mathematical Thinking
Cognitive and General Knowledge
III-B2
Begins to understand relationships between quantities
13
COR
Science and Mathematics
Cognitive and General Knowledge
CC
Identifying position and direction.
13
GOLD
Mathematics
Cognitive and General Knowledge
21a
Understands spatial relationships.
13
GOLD
Mathematics
Cognitive and General Knowledge
21b
Understands shapes.
13
WSS-P3
Mathematical Thinking
Cognitive and General Knowledge
III-D1
Identifies several shapes.
41
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Tool
Developer’s Domain
Common Metric Domain
Item ID
Item
13
WSS-P3
Mathematical Thinking
Cognitive and General Knowledge
III-D2
13
WSS-P4
Mathematical Thinking
Cognitive and General Knowledge
III-D2
13
WSS-P4
Mathematical Thinking
Cognitive and General Knowledge
III-D1
Mathematics Knowledge and Skills
Cognitive and General Knowledge
VII-C1
Identifies several shapes.
Mathematics Knowledge and Skills
Cognitive and General Knowledge
VII-C2
Shows understanding of several positional words.
Mathematics Knowledge and Skills
Cognitive and General Knowledge
VII-C1
Mathematics Knowledge and Skills
Cognitive and General Knowledge
VII-C2
13
13
13
13
WSSHS3
WSSHS3
WSSHS4
WSSHS4
Shows understanding of several positional words.
Shows understanding of and uses several positional
words.
Begins to recognize and describe the attributes of
shapes.
Begins to recognize and describe the attributes of
shapes.
Shows understanding of and uses several positional
words.
13
WSS-K
Mathematical Thinking
Cognitive and General Knowledge
III-D1
Recognize and describes some attributes of shapes.
13
WSS-K
Mathematical Thinking
Cognitive and General Knowledge
III-D2
Shows understanding of and uses direction, location, and
position words.
14
COR
Science and Mathematics
Cognitive and General Knowledge
AA
Comparing properties.
14
GOLD
Mathematics
Cognitive and General Knowledge
22
Compares and measures.
14
GOLD
Science and Technology
Cognitive and General Knowledge
28
Uses tools and other technology to perform tasks.
14
WSS-P3
Mathematical Thinking
Cognitive and General Knowledge
IV-A3
Makes comparisons among objects.
14
WSS-P3
Mathematical Thinking
Cognitive and General Knowledge
III-E1
Shows understanding of some comparative words.
14
WSS-P3
Mathematical Thinking
Cognitive and General Knowledge
III-E2
Participates in measuring activities.
14
WSS-P3
Scientific Thinking
Cognitive and General Knowledge
IV-A1
14
WSS-P3
Scientific Thinking
Cognitive and General Knowledge
IV-A2
14
WSS-P4
Scientific Thinking
Cognitive and General Knowledge
IV-A3
Makes comparisons among objects.
14
WSS-P4
Scientific Thinking
Cognitive and General Knowledge
III-E1
Orders, compares, and describes objects according to a
single attribute.
14
WSS-P4
Scientific Thinking
Cognitive and General Knowledge
III-E2
Participates in measuring activities.
Uses senses to observe and explore classroom materials
and natural phenomena.
Begins to use simple tools and equipment for
investigation.
42
Massachusetts EEC Common Metric Progress Memorandum
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Objectiv
e#
Tool
Developer’s Domain
Common Metric Domain
Item ID
Item
14
WSS-P4
Scientific Thinking
Cognitive and General Knowledge
IV-A1
Asks questions and uses senses to observe and explore
materials and natural phenomena.
14
WSS-P4
Scientific Thinking
Cognitive and General Knowledge
IV-A2
Uses simple tools and equipment for investigation.
Logic and Reasoning
Cognitive and General Knowledge
IV-A1
Makes comparisons among objects.
Mathematics Knowledge and Skills
Cognitive and General Knowledge
VII-E1
Shows understanding of some comparative words.
Mathematics Knowledge and Skills
Cognitive and General Knowledge
VII-E2
Participates in measuring activities.
Science Knowledge and Skills
Cognitive and General Knowledge
VIII-B1
Science Knowledge and Skills
Cognitive and General Knowledge
VIII-A1
Logic and Reasoning
Cognitive and General Knowledge
IV-A1
Makes comparisons among objects.
Mathematics Knowledge and Skills
Cognitive and General Knowledge
VII-E1
Orders, compares, and describes objects according to a
single attribute
Mathematics Knowledge and Skills
Cognitive and General Knowledge
VII-E2
Participates in measuring activities.
Science Knowledge and Skills
Cognitive and General Knowledge
VIII-A1
Uses simple tools and equipment for investigation.
Science Knowledge and Skills
Cognitive and General Knowledge
VIII-B1
14
14
14
14
14
14
14
14
14
14
WSSHS3
WSSHS3
WSSHS3
WSSHS3
WSSHS3
WSSHS4
WSSHS4
WSSHS4
WSSHS4
WSSHS4
Uses senses to observe and explore classroom materials
and natural phenomena.
Begins to use simple tools and equipment for
investigation.
Asks questions and uses senses to observe and explore
materials and natural phenomena.
Orders, compares, and describes objects by size, length,
capacity, and weight.
Explores common instruments for measuring during
work or play.
Uses simple tools and equipment to extend the senses
and gather data.
14
WSS-K
Mathematical Thinking
Cognitive and General Knowledge
III-E1
14
WSS-K
Mathematical Thinking
Cognitive and General Knowledge
III-E2
14
WSS-K
Scientific Thinking
Cognitive and General Knowledge
IV-A2
14
WSS-K
Scientific Thinking
Cognitive and General Knowledge
IV-B1
15
COR
Science and Mathematics
Cognitive and General Knowledge
DD
Identifying sequence, change, causality.
15
GOLD
Science and Technology
Cognitive and General Knowledge
24
Uses scientific inquiry skills.
15
WSS-P3
Scientific Thinking
Cognitive and General Knowledge
IV-A1
15
WSS-P4
Scientific Thinking
Cognitive and General Knowledge
IV-A1
Identifies, describes, and compares properties of objects.
Uses senses to observe and explore classroom materials
and natural phenomena.
Asks questions and uses senses to observe and explore
materials and natural phenomena.
43
Massachusetts EEC Common Metric Progress Memorandum
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e#
15
15
Tool
WSSHS3
WSSHS4
Developer’s Domain
Common Metric Domain
Item ID
Science Knowledge and Skills
Cognitive and General Knowledge
VIII-B1
Science Knowledge and Skills
Cognitive and General Knowledge
VIII-B1
Scientific Thinking
Cognitive and General Knowledge
IV-A1
15
WSS-K
16
COR
Science and Mathematics
Cognitive and General Knowledge
EE
16
GOLD
Science and Technology
Cognitive and General Knowledge
26
16
WSS-P3
Scientific Thinking
Cognitive and General Knowledge
IV-A1
16
WSS-P4
Scientific Thinking
Cognitive and General Knowledge
IV-A1
Science Knowledge and Skills
Cognitive and General Knowledge
VIII-B1
Science Knowledge and Skills
Cognitive and General Knowledge
VIII-B1
16
16
WSSHS3
WSSHS4
Item
Uses senses to observe and explore classroom materials
and natural phenomena.
Asks questions and uses senses to observe and explore
materials and natural phenomena.
Seeks information through observation, exploration, and
descriptive investigations.
Identifying materials and properties.
Demonstrates knowledge of the physical properties of
objects and materials.
Uses senses to observe and explore classroom materials
and natural phenomena.
Asks questions and uses senses to observe and explore
materials and natural phenomena.
Uses senses to observe and explore classroom materials
and natural phenomena.
Asks questions and uses senses to observe and explore
materials and natural phenomena.
16
WSS-K
Scientific Thinking
Cognitive and General Knowledge
IV-B1
16
WSS-K
Scientific Thinking
Cognitive and General Knowledge
IV-D1
17
COR
Initiative
Cognitive and General Knowledge
C
17
COR
Creative Representation
Cognitive and General Knowledge
K
17
GOLD
Cognitive
Cognitive and General Knowledge
14b
17
WSS-P3
The Arts
Cognitive and General Knowledge
VI-A2
Participates in creative movement, dance, and drama.
17
WSS-P4
The Arts
Cognitive and General Knowledge
VI-A2
Participates in creative movement, dance, and drama.
Creative Arts Expression
Cognitive and General Knowledge
IX-B1
Participates in creative movement, dance, and drama.
Creative Arts Expression
Cognitive and General Knowledge
IX-D1
Creative Arts Expression
Cognitive and General Knowledge
IX-D1
Creative Arts Expression
Cognitive and General Knowledge
IX-B1
17
17
17
17
WSSHS3
WSSHS3
WSSHS4
WSSHS4
Identifies, describes, and compares properties of objects.
Explores and identifies properties of rocks, soil, water,
and air.
Initiating play. "pretend play/pretend roles, child
modifies play"
Pretending.
Engages in sociodramatic play. "plans/negotiates
complex role play"
Participates in dramatic play activities
Engages in dramatic play
Participates in creative movement, dance, and drama.
44
Massachusetts EEC Common Metric Progress Memorandum
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Tool
Developer’s Domain
Common Metric Domain
17
WSS-K
The Arts
Cognitive and General Knowledge
VI-A2
18
COR
Movement and Music
Cognitive and General Knowledge
O
Moving to music.
18
GOLD
The Arts
Cognitive and General Knowledge
35
Explores dance and movement concepts.
18
WSS-P3
The Arts
Cognitive and General Knowledge
VI-A2
Participates in creative movement, dance, and drama.
18
WSS-P4
The Arts
Cognitive and General Knowledge
VI-A2
Participates in creative movement, dance, and drama.
Creative Arts Expression
Cognitive and General Knowledge
IX-B1
Participates in creative movement, dance, and drama.
Creative Arts Expression
Cognitive and General Knowledge
IX-B1
Participates in creative movement, dance, and drama.
The Arts
Cognitive and General Knowledge
VI-A2
Participates in creative movement, dance, and drama.
18
18
WSSHS3
WSSHS4
Item ID
Item
Participates in creative movement, dance, and drama.
18
WSS-K
19
COR
Movement and Music
Cognitive and General Knowledge
N
Feeling and expressing steady beat.
19
COR
Movement and Music
Cognitive and General Knowledge
P
Singing.
19
GOLD
The Arts
Cognitive and General Knowledge
34
Explores musical concepts and expression.
19
WSS-P3
The Arts
Cognitive and General Knowledge
VI-A1
Participates in group music experiences.
19
WSS-P4
The Arts
Cognitive and General Knowledge
VI-A1
Participates in group music experiences.
Creative Arts Expression
Cognitive and General Knowledge
IX-A1
Participates in group music experiences.
Creative Arts Expression
Cognitive and General Knowledge
IX-A1
Participates in group music experiences.
The Arts
Cognitive and General Knowledge
VI-A1
Participates in group music experiences.
19
19
WSSHS3
WSSHS4
19
WSS-K
20
COR
Creative Representation
Cognitive and General Knowledge
J
Drawing and painting pictures.
20
COR
Cognitive
Cognitive and General Knowledge
I
Making and building models
20
GOLD
Cognitive
Cognitive and General Knowledge
14a
Thinks Symbolically.
20
GOLD
The Arts
Cognitive and General Knowledge
33
Explores the visual arts.
45
Massachusetts EEC Common Metric Progress Memorandum
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Objectiv
e#
20
20
Tool
WSSHS3
WSSHS4
Developer’s Domain
Common Metric Domain
Item ID
Creative Arts Expression
Cognitive and General Knowledge
IX-C1
Creative Arts Expression
Cognitive and General Knowledge
IX-C1
20
WSS-K
The Arts
Cognitive and General Knowledge
VI-B1
20
WSS-P3
The Arts
Cognitive and General Knowledge
VI-B1
20
WSS-P4
The Arts
Cognitive and General Knowledge
VI-B1
20
WSS-P3
Language and Literacy
Cognitive and General Knowledge
II-D1
20
WSS-P3
The Arts
Cognitive and General Knowledge
VI-A3
20
WSS-P4
Language and Literacy
Cognitive and General Knowledge
II-D1
20
WSS-P4
The Arts
Cognitive and General Knowledge
VI-A3
Literacy Knowledge and Skills
Cognitive and General Knowledge
VI-E1
Creative Arts Expression
Cognitive and General Knowledge
IX-C2
Logic and Reasoning
Cognitive and General Knowledge
IV-B1
Logic and Reasoning
Cognitive and General Knowledge
IV-B1
Literacy Knowledge and Skills
Cognitive and General Knowledge
VI-E2
Creative Arts Expression
Cognitive and General Knowledge
IX-C2
20
20
20
20
20
20
WSSHS3
WSSHS3
WSSHS3
WSSHS4
WSSHS4
WSSHS4
Item
Responds to artistic creations or events.
Responds to artistic creations or events.
Responds to artistic creations or events.
Responds to artistic creations or events.
Responds to artistic creations or events.
Represents ideas and stories through pictures, dictation,
and play.
Uses a variety of art materials for tactile experience and
exploration.
Represents ideas and stories through pictures, dictation.
Uses a variety of art materials for tactile experience and
exploration.
Represents ideas and stories through pictures, dictation,
and play.
Uses a variety of art materials for tactile experience and
exploration.
Represents ideas and stories through pictures, dictation,
and play.
Represents ideas and stories through pictures, dictation
and play
Represents ideas and stories through pictures, dictation
and play
Uses a variety of art materials for tactile experience and
exploration.
Represents ideas and stories through pictures, dictation,
and play.
Uses a variety of art materials to explore and express
ideas and emotions.
20
WSS-K
Language and Literacy
Cognitive and General Knowledge
II-D1
20
WSS-K
The Arts
Cognitive and General Knowledge
VI-A3
21
COR
Science and Mathematics
Cognitive and General Knowledge
FF
Identifying natural and living things.
21
GOLD
Science and Technology
Cognitive and General Knowledge
27
Demonstrates knowledge of Earth's environment.
21
WSS-P3
Social Studies
Cognitive and General Knowledge
V-D1
Shows beginning awareness of their environment.
46
Massachusetts EEC Common Metric Progress Memorandum
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Objectiv
e#
21
21
21
Tool
WSS-P4
WSSHS3
WSSHS4
Developer’s Domain
Common Metric Domain
Item ID
Social Studies
Cognitive and General Knowledge
V-D2
Shows awareness of the environment.
Social Studies Knowledge and Skills
Cognitive and General Knowledge
X-B1
Shows beginning awareness of their environment.
Social Studies Knowledge and Skills
Cognitive and General Knowledge
X-B2
Shows awareness of the environment.
21
WSS-K
Scientific Thinking
Cognitive and General Knowledge
IV-D1
21
WSS-K
Scientific Thinking
Cognitive and General Knowledge
IV-D2
22
COR
Science and Mathematics
Cognitive and General Knowledge
FF
22
GOLD
Science and Technology
Cognitive and General Knowledge
25
22
WSS-P3
Scientific Thinking
Cognitive and General Knowledge
IV-A1
22
WSS-P4
Scientific Thinking
Cognitive and General Knowledge
IV-A1
Science Knowledge and Skills
Cognitive and General Knowledge
VIII-B1
Science Knowledge and Skills
Cognitive and General Knowledge
VIII-B1
Scientific Thinking
Cognitive and General Knowledge
IV-C1
22
22
WSSHS3
WSSHS4
Item
Begins to observe and describe simple seasonal and
weather changes.
Explores and identifies properties of rocks, soil, water,
and air.
Identifying natural and living things.
Demonstrates knowledge of the characteristics of living
things
Uses senses to observe and explore classroom materials
and natural phenomena.
Asks questions and uses senses to observe and explore
materials and natural phenomena.
Uses senses to observe and explore classroom materials
and natural phenomena.
Asks questions and uses senses to observe and explore
materials and natural phenomena.
Observes and describes characteristics, basic needs, and
life cycles of living things
22
WSS-K
23
COR
Social Relations
Social-Emotional
E
Relating to adults.
23
GOLD
Social Emotional
Social-Emotional
2a
Forms relationships with adults.
23
GOLD
Social Emotional
Social-Emotional
1b
Follows limits and expectations.
23
WSS-P3
Personal and Social Development
Social-Emotional
I-B1
Follows simple classroom rules and routines with
guidance.
23
WSS-P3
Personal and Social Development
Social-Emotional
I-E1
Seeks adult help when needed to resolve conflicts.
23
WSS-P3
Personal and Social Development
Social-Emotional
I-D2
Interacts with familiar adults.
23
WSS-P4
Personal and Social Development
Social-Emotional
I-B1
Follows simple classroom rules and routines.
23
WSS-P4
Personal and Social Development
Social-Emotional
I-E1
Seeks adult help when needed to resolve conflicts.
47
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23
23
23
23
23
23
23
Tool
WSS-P4
WSSHS3
WSSHS3
WSSHS3
WSSHS4
WSSHS4
WSSHS4
Developer’s Domain
Common Metric Domain
Item ID
Item
Personal and Social Development
Social-Emotional
I-D2
Interacts easily with familiar adults.
Social and Emotional Development
Social-Emotional
II-C1
Follows simple classroom rules and routines with
guidance.
Social and Emotional Development
Social-Emotional
II-A4
Seeks adult help when needed to resolve conflicts.
Social and Emotional Development
Social-Emotional
II-A2
Interacts with familiar adults.
Social and Emotional Development
Social-Emotional
II-C1
Follows simple classroom rules and routines.
Social and Emotional Development
Social-Emotional
II-A4
Seeks adult help when needed to resolve conflicts.
Social and Emotional Development
Social-Emotional
II-A2
Interacts easily with familiar adults.
23
WSS-K
Personal and Social Development
Social-Emotional
I-B1
Follows classroom rules and routines.
23
WSS-K
Personal and Social Development
Social-Emotional
I-D2
Interacts easily with familiar adults.
23
WSS-K
Personal and Social Development
Social-Emotional
I-E1
Seeks adult help and begins to use simple strategies to
resolve conflicts.
24
COR
Social Relations
Social-Emotional
F
Relating to other children.
24
GOLD
Social Emotional
Social-Emotional
2c
Interacts with peers.
24
GOLD
Social Emotional
Social-Emotional
2d
Makes friends.
24
GOLD
Social Emotional
Social-Emotional
3a
Balances needs and rights of self and others.
24
WSS-P3
Personal and Social Development
Social-Emotional
I-D3
Participates in the group life of the class.
24
WSS-P3
Personal and Social Development
Social-Emotional
I-D1
Interacts with one or more children.
24
WSS-P4
Personal and Social Development
Social-Emotional
I-D1
Interacts easily with one or more children.
24
WSS-P4
Personal and Social Development
Social-Emotional
I-D3
Participates in the group life of the class.
Approaches to Learning
Social-Emotional
III-C1
Participates in the group life of the class.
Social and Emotional Development
Social-Emotional
II-A1
Interacts with one or more children.
24
24
WSSHS3
WSSHS3
48
Massachusetts EEC Common Metric Progress Memorandum
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Objectiv
e#
24
24
Tool
WSSHS4
WSSHS4
Developer’s Domain
Common Metric Domain
Item ID
Item
Approaches to Learning
Social-Emotional
III-C1
Participates in the group life of the class.
Social and Emotional Development
Social-Emotional
II-A1
Interacts easily with one or more children.
24
WSS-K
Personal and Social Development
Social-Emotional
I-D3
Participates in the group life of the class.
24
WSS-K
Personal and Social Development
Social-Emotional
I-D1
Interacts easily with one or more children.
25
COR
Social Relations
Social-Emotional
G
Resolving interpersonal conflict.
25
GOLD
Social Emotional
Social-Emotional
3b
Solves social problems.
25
WSS-P3
Personal and Social Development
Social-Emotional
I-E1
Seeks adult help when needed to resolve conflicts.
25
WSS-P4
Personal and Social Development
Social-Emotional
I-E1
Seeks adult help when needed to resolve conflicts.
Social and Emotional Development
Social-Emotional
II-A4
Seeks adult help when needed to resolve conflicts.
Social and Emotional Development
Social-Emotional
II-A4
Seeks adult help when needed to resolve conflicts.
Personal and Social Development
Social-Emotional
I-E1
Seeks adult help and begins to use simple strategies to
resolve conflicts.
25
25
WSSHS3
WSSHS4
25
WSS-K
26
COR
Social Relations
Social-Emotional
H
Understanding and expressing feelings.
26
GOLD
Social Emotional
Social-Emotional
2b
Responds to emotional cues.
26
GOLD
Social Emotional
Social-Emotional
1a
Manages feelings.
26
WSS-P3
Personal and Social Development
Social-Emotional
I-D4
Shows empathy and caring for others.
26
WSS-P4
Personal and Social Development
Social-Emotional
I-D4
Shows empathy and caring for others.
Social and Emotional Development
Social-Emotional
II-A3
Shows empathy and caring for others.
Social and Emotional Development
Social-Emotional
II-A3
Shows empathy and caring for others.
Personal and Social Development
Social-Emotional
I-D4
Shows empathy and caring for others.
Initiative
Physical Development and Health
26
26
WSSHS3
WSSHS4
26
WSS-K
27
COR
D
Taking care of personal needs.
49
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Tool
Developer’s Domain
Common Metric Domain
27
GOLD
Social Emotional
Physical Development and Health
1c
Takes care of own needs appropriately.
27
GOLD
Physical/Special Ed
Physical Development and Health
1c1
Eating and drinking.
27
GOLD
Physical/Special Ed
Physical Development and Health
1c2
Toileting and personal hygiene.
27
GOLD
Physical/Special Ed
Physical Development and Health
1c3
Dressing.
27
GOLD
Physical/Special Ed
Physical Development and Health
1c4
Personal Safety.
27
WSS-P3
Physical Development and Health
Physical Development and Health
VII-C1
Begins to perform self-care tasks independently.
27
WSS-P3
Physical Development and Health
Physical Development and Health
VII-C2
Follows basic health and safety rules with reminders.
27
WSS-P4
Physical Development and Health
Physical Development and Health
VII-C1
Performs some self-care tasks independently.
27
WSS-P4
Physical Development and Health
Physical Development and Health
VII-C2
Follows basic health and safety rules.
Physical Development and Health
Physical Development and Health
I-A1
Begins to perform self-care tasks independently.
Physical Development and Health
Physical Development and Health
I-A2
Follows basic health and safety rules with reminders.
Physical Development and Health
Physical Development and Health
I-A1
Performs self-care tasks independently.
Physical Development and Health
Physical Development and Health
I-A2
Follows basic health and safety rules.
27
27
27
27
WSSHS3
WSSHS3
WSSHS4
WSSHS4
Item ID
Item
27
WSS-K
Physical Development and Health
Physical Development and Health
VII-C1
Performs self-care tasks competently.
27
WSS-K
Physical Development and Health
Physical Development and Health
VII-C2
Shows beginning understanding of and follows health
and safety rules.
28
COR
Movement and Music
Physical Development and Health
L
Moving in various ways.
28
COR
Movement and Music
Physical Development and Health
M
Moving with objects.
28
GOLD
Physical
Physical Development and Health
4
Demonstrates traveling skills.
28
GOLD
Physical
Physical Development and Health
5
Demonstrates balancing skills.
28
GOLD
Physical
Physical Development and Health
6
Demonstrates gross motor manipulative skills.
50
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Tool
Developer’s Domain
Common Metric Domain
Item ID
Item
28
WSS-P3
Physical Development and Health
Physical Development and Health
VII-A1
Moves with some balance and control.
28
WSS-P3
Physical Development and Health
Physical Development and Health
VII-A2
Coordinates movements to perform simple tasks.
28
WSS-P4
Physical Development and Health
Physical Development and Health
VII-A1
Moves with balance and control.
28
WSS-P4
Physical Development and Health
Physical Development and Health
VII-A2
Coordinates movements to perform simple tasks.
Physical Development and Health
Physical Development and Health
I-B1
Moves with some balance and control
Physical Development and Health
Physical Development and Health
I-A2
Coordinates movements to perform simple tasks.
Physical Development and Health
Physical Development and Health
I-B1
Moves with balance and control.
Physical Development and Health
Physical Development and Health
I-B2
Coordinates movements to perform simple tasks.
28
28
28
28
WSSHS3
WSSHS3
WSSHS4
WSSHS4
28
WSS-K
Physical Development and Health
Physical Development and Health
VII-A1
Moves with balance and control.
28
WSS-K
Physical Development and Health
Physical Development and Health
VII-A2
Coordinates movements to perform tasks.
29
COR
Movement and Music
Physical Development and Health
L
Moving in various ways.
29
COR
Movement and Music
Physical Development and Health
M
Moving with objects.
29
GOLD
Physical
Physical Development and Health
7a
Uses fingers and hands.
29
GOLD
Physical
Physical Development and Health
7b
Uses writing and drawing tools.
29
WSS-P3
Physical Development and Health
Physical Development and Health
VII-B1
Uses strength and control to perform simple tasks.
29
WSS-P3
Physical Development and Health
Physical Development and Health
VII-B2
Uses eye-hand coordination to perform simple tasks.
29
WSS-P3
Physical Development and Health
Physical Development and Health
VII-B3
Explores the use of various drawing and art tools.
29
WSS-P4
Physical Development and Health
Physical Development and Health
VII-B1
Uses strength and control to perform simple tasks.
29
WSS-P4
Physical Development and Health
Physical Development and Health
VII-B2
Uses eye-hand coordination to perform tasks.
29
WSS-P4
Physical Development and Health
Physical Development and Health
VII-B3
Shows beginning control of writing, drawing, and art
tools.
51
Massachusetts EEC Common Metric Progress Memorandum
Match/
Objectiv
e#
29
29
29
29
29
29
Tool
WSSHS3
WSSHS3
WSSHS3
WSSHS4
WSSHS4
WSSHS4
Developer’s Domain
Common Metric Domain
Item ID
Item
Physical Development and Health
Physical Development and Health
I-C1
Uses strength and control to perform simple tasks.
Physical Development and Health
Physical Development and Health
I-C2
Uses eye-hand coordination to perform simple tasks.
Physical Development and Health
Physical Development and Health
I-C3
Explores the use of various drawing and art tools.
Physical Development and Health
Physical Development and Health
I-C1
Uses strength and control to perform simple tasks.
Physical Development and Health
Physical Development and Health
I-C2
Uses eye-hand coordination to perform tasks.
Physical Development and Health
Physical Development and Health
I-C3
Shows beginning control of writing, drawing and art
tools.
29
WSS-K
Physical Development and Health
Physical Development and Health
VII-B1
Uses strength and control to accomplish tasks.
29
WSS-K
Physical Development and Health
Physical Development and Health
VII-B2
Uses eye-hand coordination to perform tasks effectively.
29
WSS-K
Physical Development and Health
Physical Development and Health
VII-B3
Uses writing and drawing tools with some control.
GOLD
Cognitive
Approaches to Learning
GOLD
Cognitive
Approaches to Learning
GOLD
Cognitive
Approaches to Learning
GOLD
Cognitive
Approaches to Learning
GOLD
Cognitive
Approaches to Learning
COR
Initiative
Approaches to Learning
COR
Initiative
Approaches to Learning
COR
Initiative
Approaches to Learning
COR
Initiative
Approaches to Learning
WSS-P3
Personal and Social Development
Approaches to Learning
WSS-P3
Personal and Social Development
Approaches to Learning
30
30
30
30
30
30
30
30
30
30
30
11a
11b
11c
11d
11e
A
B
C
D
I-C1
I-C2
Attends and engages
Persists
Solves problems
Shows curiosity and motivation
Shows flexibility and inventiveness in thinking
Making choices and plans
Solving problems with materials
Initiating play
Taking care of personal needs
Shows eagerness and curiosity as a learner.
Attends briefly, and seeks help when encountering a
problem.
52
Massachusetts EEC Common Metric Progress Memorandum
Match/
Objectiv
e#
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
Tool
Developer’s Domain
Common Metric Domain
WSS-P3
Personal and Social Development
Approaches to Learning
WSS-P3
Personal and Social Development
Approaches to Learning
WSS-P4
Personal and Social Development
Approaches to Learning
WSS-P4
Personal and Social Development
Approaches to Learning
WSS-P4
Personal and Social Development
Approaches to Learning
WSS-P4
WSSHS3
WSSHS3
WSSHS3
WSSHS3
WSSHS4
WSSHS4
WSSHS4
WSSHS4
Personal and Social Development
Approaches to Learning
Approaches to Learning
Approaches to Learning
Approaches to Learning
Approaches to Learning
Approaches to Learning
Approaches to Learning
Approaches to Learning
Approaches to Learning
Approaches to Learning
Approaches to Learning
Approaches to Learning
Approaches to Learning
Approaches to Learning
Approaches to Learning
Approaches to Learning
Approaches to Learning
WSS-K
Personal and Social Development
Approaches to Learning
WSS-K
Personal and Social Development
Approaches to Learning
WSS-K
Personal and Social Development
Approaches to Learning
WSS-K
Personal and Social Development
Approaches to Learning
Item ID
I-C3
I-D3
I-C1
I-C2
I-C3
I-D3
III-A1
III-A2
III-B1
III-C1
III-A1
III-A2
III-B1
III-C1
I-C1
I-C2
I-C3
I-D3
Item
Approaches play with purpose and inventiveness.
Participates in the group life of the class.
Shows eagerness and curiosity as a learner.
Attends to tasks and seeks help when encountering a
problem.
Approaches tasks with flexibility and inventiveness.
Participates in the group life of the class.
Shows eagerness and curiosity as a learner.
Approaches play with purpose and inventiveness.
Attends briefly, and seeks help when encountering a
problem.
Participates in the group life of the class.
Shows eagerness and curiosity as a learner.
Approaches tasks with flexibility and inventiveness.
Attends to tasks and seeks help when encountering a
problem.
Participates in the group life of the class.
Shows eagerness and curiosity as a learner.
Sustains attention to a task, persisting even after
encountering difficulty
Approaches tasks with flexibility and inventiveness.
Participates in the group life of the class.
53
Massachusetts EEC Common Metric Progress Memorandum
Appendix Table A-3. Item Non-Matches
Number
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Tool
Developer’s Domain
Common Metric Domain
Item ID
Item
GOLD
Cognitive
Cognitive and General Knowledge
12a
Recognizes and recalls
GOLD
Cognitive
Cognitive and General Knowledge
12b
Makes connections
GOLD
Social-Emotional
Social-Emotional
29
Demonstrates knowledge about self
GOLD
Social-Emotional
Social-Emotional
30
Shows basic understanding of people and how they live
GOLD
Social-Emotional
Social-Emotional
31
Explores change related to familiar people or places
GOLD
Cognitive
Cognitive and General Knowledge
32
Demonstrates simple geographic knowledge
Social and Emotional Development
Social-Emotional
II-B1
Demonstrates self-confidence.
Social and Emotional Development
Social-Emotional
II-B2
Shows some self-direction.
Social and Emotional Development
Social-Emotional
II-C2
Begins to use classroom materials carefully.
Social and Emotional Development
Social-Emotional
II-C3
Manages transitions.
Mathematics Knowledge and Skills
Cognitive and General Knowledge
VII-B1
Shows interest in solving mathematical problems.
Social Studies Knowledge and Skills
Cognitive and General Knowledge
X-A1
Begins to understand own physical characteristics and
those of others.
Social Studies Knowledge and Skills
Cognitive and General Knowledge
X-A2
Begins to understand family structures and roles.
Social Studies Knowledge and Skills
Cognitive and General Knowledge
X-A3
Describes some jobs people do.
Social Studies Knowledge and Skills
Cognitive and General Knowledge
X-A4
Shows awareness of group rules.
Social and Emotional Development
Social-Emotional
II-B1
Demonstrates self-confidence.
Social and Emotional Development
Social-Emotional
II-B2
Shows some self-direction.
Social and Emotional Development
Social-Emotional
II-C2
Uses classroom materials carefully.
WSSHS3
WSSHS3
WSSHS3
WSSHS3
WSSHS3
WSSHS3
WSSHS3
WSSHS3
WSSHS3
WSSHS4
WSSHS4
WSSHS4
54
Massachusetts EEC Common Metric Progress Memorandum
Number
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
Tool
WSSHS4
WSSHS4
WSSHS4
WSSHS4
WSSHS4
WSSHS4
WSSHS4
WSSHS4
WSSHS4
Developer’s Domain
Common Metric Domain
Item ID
Item
Social and Emotional Development
Social-Emotional
II-C3
Manages transitions.
Logic and Reasoning
Cognitive and General Knowledge
IV-A2
Begins to be aware of technology and how it affects life.
Mathematics Knowledge and Skills
Cognitive and General Knowledge
VII-B1
Social Studies Knowledge and Skills
Cognitive and General Knowledge
X-A1
Social Studies Knowledge and Skills
Cognitive and General Knowledge
X-A2
Social Studies Knowledge and Skills
Cognitive and General Knowledge
X-A3
Social Studies Knowledge and Skills
Cognitive and General Knowledge
X-A4
Demonstrates awareness of rules.
Social Studies Knowledge and Skills
Cognitive and General Knowledge
X-A5
Shows beginning awareness of what it means to be a
leader.
Social Studies Knowledge and Skills
Cognitive and General Knowledge
X-B1
Describes the location of things in the environment
WSS-K
Personal and Social Development
Social-Emotional
I-A1
Demonstrates self-confidence.
WSS-K
Personal and Social Development
Social-Emotional
I-A2
Shows initiative and self-direction.
WSS-K
Personal and Social Development
Social-Emotional
I-B2
Uses classroom materials purposefully and respectfully
WSS-K
Personal and Social Development
Social-Emotional
I-B3
Manages transitions and adapts to changes in routine
WSS-K
Mathematical Thinking
Cognitive and General Knowledge
III-A1
WSS-K
Mathematical Thinking
Cognitive and General Knowledge
III-A2
WSS-K
Mathematical Thinking
Cognitive and General Knowledge
III-E3
WSS-K
Mathematical Thinking
Cognitive and General Knowledge
III-E4
WSS-K
Mathematical Thinking
Cognitive and General Knowledge
III-F1
WSS-K
Scientific Thinking
Cognitive and General Knowledge
IV-A3
WSS-K
Social Studies
Cognitive and General Knowledge
V-A1
Begins to use simple strategies to solve mathematical
problems.
Identifies similarities and differences in personal and
family characteristics
Begins to understand family needs, roles, and
relationships.
Describes some people's jobs and what is required for
them to perform them.
Begins to use and explain strategies to solve
mathematical problems.
Uses words and representations to describe
mathematical ideas
Estimates and measures using nonstandard and standard
units
Shows awareness of time concepts
Begins to collect data and make records using lists or
graphs
Forms explanations and communicates scientific
information
Identifies similarities and differences in people's
characteristics, habits, and living patterns.
55
Massachusetts EEC Common Metric Progress Memorandum
Number
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
Tool
Developer’s Domain
Common Metric Domain
Item ID
Item
Demonstrates beginning awareness of state and country
WSS-K
Social Studies
Cognitive and General Knowledge
V-A2
WSS-K
Social Studies
Cognitive and General Knowledge
V-A3
WSS-K
Social Studies
Cognitive and General Knowledge
V-B1
WSS-K
Social Studies
Cognitive and General Knowledge
V-B2
WSS-K
Social Studies
Cognitive and General Knowledge
V-B3
Begins to be aware of technology and how it affects life.
WSS-K
Social Studies
Cognitive and General Knowledge
V-C1
Demonstrates awareness of the reasons for rules.
WSS-K
Social Studies
Cognitive and General Knowledge
V-C2
Shows beginning understanding of what it means to be a
leader.
WSS-K
Social Studies
Cognitive and General Knowledge
V-D1
Expresses geographic thinking
WSS-K
Social Studies
Cognitive and General Knowledge
V-D2
Shows beginning awareness of the relationship between
people and where they live.
WSS-P3
Personal and Social Development
Social-Emotional
I-A1
Demonstrates self-confidence.
WSS-P3
Personal and Social Development
Social-Emotional
I-A2
Shows some self-direction.
WSS-P3
Personal and Social Development
Social-Emotional
I-B2
Begins to use classroom materials carefully.
WSS-P3
Personal and Social Development
Social-Emotional
I-B3
Manages transitions.
WSS-P3
Mathematical Thinking
Cognitive and General Knowledge
III-A1
Shows interest in solving mathematical problems.
WSS-P3
Social Studies
Cognitive and General Knowledge
V-A1
Begins to understand own physical characteristics and
those of others.
WSS-P3
Social Studies
Cognitive and General Knowledge
V-B1
Begins to understand family structures and roles.
WSS-P3
Social Studies
Cognitive and General Knowledge
V-B2
Describes some jobs people do.
WSS-P3
Social Studies
Cognitive and General Knowledge
V-C1
Shows awareness of group rules.
WSS-P4
Personal and Social Development
Social-Emotional
I-A1
Demonstrates self-confidence.
WSS-P4
Personal and Social Development
Social-Emotional
I-A2
Shows some self-direction.
Shows some awareness of time and how the past
influences people's lives.
Begins to understand how people rely on others for
goods and services
Describes some people's jobs and what is required to
perform them.
56
Massachusetts EEC Common Metric Progress Memorandum
Number
59
60
61
62
63
64
65
66
67
68
69
Tool
Developer’s Domain
Common Metric Domain
Social-Emotional
Item ID
Item
WSS-P4
Personal and Social Development
I-B2
Uses classroom materials carefully.
WSS-P4
Personal and Social Development
I-B3
Manages transitions.
WSS-P4
Mathematical Thinking
Cognitive and General Knowledge
III-A1
WSS-P4
Social Studies
Cognitive and General Knowledge
V-A1
WSS-P4
Social Studies
Cognitive and General Knowledge
V-B1
WSS-P4
Social Studies
Cognitive and General Knowledge
V-B2
WSS-P4
Social Studies
Cognitive and General Knowledge
V-B3
Begins to be aware of technology and how it affects life.
WSS-P4
Social Studies
Cognitive and General Knowledge
V-C1
Demonstrates awareness of rules.
WSS-P4
Social Studies
Cognitive and General Knowledge
V-C2
Shows awareness of what it means to be a leader.
WSS-P4
Social Studies
Cognitive and General Knowledge
V-D1
Describes the location of things in the environment.
WSS-P4
Social Studies
Cognitive and General Knowledge
V-D2
Shows awareness of the environment.
Begins to use simple strategies to solve mathematical
problems.
Identifies similarities and differences in personal and
family characteristics.
Begins to understand family needs roles and
relationships.
Describes some people's jobs and what is required to
perform them.
57
Massachusetts EEC Common Metric Progress Memorandum
APPENDIX B
58
Massachusetts EEC Common Metric Progress Memorandum
Table B1. Differences in Work Sampling System Domain Scores by Age and Quartile, Means and Sample Sizes19
Three-Year Olds
Assessment and
Domains
WSS-Personal and Social
Development
N
WSS Language and
Literacy
N
WSS-Mathematical
Thinking
N
WSS-Scientific Thinking
N
WSS-Social Studies
N
WSS-The Arts
N
WSS-Physical
Development and Health
N
WSS-Total Score
N
WSSHS Physical
Development and Health
N
WSSHS Social and
Emotional Development
N
19
Four-Year Olds
Five-Year Olds
Q1
Q2
Q3
Q4
Q1
Q2
Q3
Q4
Q1
Q2
Q3
Q4
36.24
44.1
53.9
63.9
35.1
44.3
53.7
64.2
36.1
44.5
54
63.9
105
156
84
61
74
142
130
122
104
202
139
164
36.3
45.1
52.4
62.8
36.8
45.2
52.7
64
37.7
44.9
52.7
63.7
125
114
114
64
54
111
80
133
54
111
62
83
35.3
45.3
51.2
63.5
36.6
45.3
50.4
65.4
38.9
45.3
51.3
62.1
63
122
69
63
24
94
62
117
54
74
48
25
35.3
45.4
52.2
65.4
34.2
45.4
52.1
65.4
36.1
45.4
52.1
65.4
51
188
32
52
51
142
33
130
79
142
33
130
29.6
40.2
52.5
64.1
32.9
41.2
51.6
64.7
29.7
42.2
60.0
62.3
14
26.6
17
36
37.1
13
59
44.2
182
80
61.2
99
14
28.6
17
19
37.2
13
54
44.2
182
113
61.3
144
32
28.3
11
43
37.2
15
23
44.7
162
6
61.1
96
31.3
40.5
50.8
62.6
32.7
40.5
53
62.6
32.5
40.5
51.5
62.6
10
37.7
136
123
44.9
137
122
52.6
110
55
63.2
70
13
36.6
84
87
45.2
147
100
52.9
127
108
63.6
178
14
37.5
133
109
45.1
192
102
52.6
167
87
63.3
177
35.1
44.3
51.3
63.1
39.5
44.3
50.9
63.4
128
255
109
115
30
169
129
213
36.6
44.4
51.5
62.2
38.4
44.4
52.3
63.2
196
58
126
115
65
27
124
208
For the WSS-Head Start and COR, there were no data for five-year olds.
Age X
Quartile
Age
Differences
Quartile
Differences
ns
Q1 < Q2 <
Q3 < Q4
ns
3<4<5
Q1 < Q2 <
Q3 < Q4
ns
ns
Q1 < Q2 <
Q3 < Q4
p<.05
ns
Q1 < Q2 <
Q3 < Q4
p<.05
3<4<5
Q1 < Q2 <
Q3 < Q4
p<.05
ns
Q1 < Q2 <
Q3 < Q4
ns
ns
Q1 < Q2 <
Q3 < Q4
p<.05
ns
Q1 < Q2 <
Q3 < Q4
ns
3<4
Q1 < Q2 <
Q3 < Q4
p<.05
3<4
Q1 < Q2 <
Q3 < Q4
ns
59
Massachusetts EEC Common Metric Progress Memorandum
WSSHS Approaches to
Learning
N
WSSHS Logic and
Reasoning
N
WSSHS Language
Development
N
WSSHS Literacy
Knowledge and Skills
N
WSSHS Mathematics
Knowledge and Skills
N
WSSHS Science
Knowledge and Skills
N
WSSHS Creative Arts
Expression
N
WSSHS Social Studies
Knowledge and Skills
N
WSSHS Total Score
N
COR Initiative
N
COR Social Relations
N
COR Creative
Representation
N
COR Movement and
Music
N
34.6
43.6
52.6
62.5
35.4
43.6
52.6
62.5
155
76
50
123
48
37
53
219
34.0
42.5
51.1
64.5
37.7
45.4
51.1
63.8
148
109
272
76
64
65
217
191
33.5
46.1
54.7
60.4
37.5
45.8
54.7
61.7
116
136
81
63
40
66
52
152
35.9
45.5
54.6
62.7
38.2
47.2
53.7
63.4
196
165
30
94
58
94
49
199
36.6
46.4
51.7
62.4
39.4
46.4
52.1
64.3
195
173
137
101
87
71
144
186
28.4
38.1
47.8
64.8
28.4
38.1
47.8
65.0
57
76
382
93
4
36
315
186
37.7
46.3
51.5
62.7
38.5
46.3
52.1
63.2
206
198
83
120
69
160
97
213
38.3
47.2
50.5
62.7
39.7
47.8
51.2
63.4
218
37.3
219
35.2
44
35.5
47
166
46.4
168
44.8
50
46.7
46
133
51.3
134
54.1
13
53.6
13
84
63.8
87
60.5
10
62.5
12
68
40.1
68
39.3
2
36.5
7
120
46.7
120
46.6
44
46.6
43
152
51.8
153
54.6
36
54.9
40
198
63.9
201
62.9
59
62.8
53
35.7
48.8
53.5
61.9
39.5
48.6
54.2
62.8
64
17
24
13
4
32
61
51
37.5
47.6
54.4
61.3
42.3
48.5
54.6
61.7
69
14
7
14
13
26
28
59
ns
Q1 < Q2 <
Q3 < Q4
ns
3<4
Q1 < Q2 <
Q3 < Q4
p<.05
3<4
Q1 < Q2 <
Q3 < Q4
p<.05
3<4
Q1 < Q2 <
Q3 < Q4
p<.05
3<4
Q1 < Q2 <
Q3 < Q4
p<.05
ns
Q1 < Q2 <
Q3 < Q4
ns
3<4
Q1 < Q2 <
Q3 < Q4
ns
3<4
Q1 < Q2 <
Q3 < Q4
ns
3<4
Q1 < Q2 <
Q3 < Q4
p<.05
3<4
Q1 < Q2 <
Q3 < Q4
ns
ns
Q1 < Q2 <
Q3 < Q4
ns
3<4
Q1 < Q2 <
Q3 < Q4
ns
3<4
Q1 < Q2 <
Q3 < Q4
p<.05
60
Massachusetts EEC Common Metric Progress Memorandum
COR Language and
Literacy
N
COR Mathematics and
Science
N
COR Total Score
N
36.2
46.4
54.1
60.4
37.4
47.0
54.3
62.7
53
30
11
6
4
18
48
55
35.5
45.8
54.4
59.4
38.8
47.8
54.8
61.8
53
32
17
6
8
31
37
64
35.8
46.3
54.7
60.4
40.0
48.4
54.5
62.4
73
45
25
14
9
38
56
68
ns
Q1 < Q2 <
Q3 < Q4
ns
3<4
Q1 < Q2 <
Q3 < Q4
ns
3<4
Q1 < Q2 <
Q3 < Q4
p<.05
61
Massachusetts EEC Common Metric Progress Memorandum
Table B2. GOLD Differences in Assessment Domain Scores by Age and Quartile, Means and Sample Sizes.
One-Year Olds
Two-Year Olds
Three-Year Olds
Four-Year Olds
Five-Year Olds
Assessment and
Domains
Q1
Q2
Q3
Q4
Q1
Q2
Q3
Q4
Q1
Q2
Q3
Q4
Q1
Q2
Q3
Q4
Q1
Q2
Q3
Q4
Social Emotional
34.3
45.6
53.6
59.2
36.9
45.8
52.7
62.2
37.1
46.2
53.3
61.4
38.1
46.6
53.8
62.5
38.0
46.9
54.1
62.9
604
46
7
4
618
350
102
33
1,411
1,402
839
391
666
1,301
1,750
2,096
106
240
517
1,105
32.7
46.1
54.3
60.9
36.9
46.9
54.4
61.1
36.7
47.2
54.3
60.8
38.0
47.6
54.6
61.9
38.5
48.0
54.8
62.6
744
61
13
5
547
422
75
46
1,383
1,570
587
361
619
1,380
1,545
1,983
74
239
381
1,176
32.5
45.0
54.0
59.8
36.7
45.9
53.4
60.4
36.4
46.5
53.9
60.6
37.7
46.8
54.3
61.9
38.2
47.0
54.4
62.2
616
23
6
5
602
345
84
31
1,314
1,411
871
404
598
1,204
1,777
2,177
90
280
526
968
33.4
45.1
52.5
58.5
36.9
45.6
53.0
59.6
37.1
46.3
53.0
61.2
38.3
46.8
53.6
62.7
38.3
47.0
53.9
63.0
542
20
7
2
679
317
62
20
1,321
1,512
743
346
509
1,232
1,730
2,100
76
245
540
931
36.2
46.6
53.6
57.3
37.7
44.5
51.6
62.3
38.0
45.1
52.3
60.8
38.8
45.5
52.5
63.0
39.5
45.8
52.7
64.4
68
5
3
3
405
122
20
4
1,384
1,094
433
208
617
1,250
1,407
1,684
44
275
451
890
33.5
1
45.1
61.4
36.5
44.8
53.1
60.4
37.4
45.6
53.1
60.7
38.2
46.2
53.7
62.9
38.8
46.4
53.8
63.9
215
1
10
2
625
219
26
5
1,301
1,438
553
234
525
1,227
1,503
1,911
65
240
379
886
N
Physical
N
Language
N
Cognitive
N
Literacy
N
Mathematics
N
1
Excluded due to small cell count.
62
Age
Differences
Quartile
Differences
Age X
Quartile
1<2<3<4<5
Q1 < Q2 < Q3
< Q4
p<.05
1<2,3<4,5
Q1 < Q2 < Q3
< Q4
p<.05
1<2<3<4<5
Q1 < Q2 < Q3
< Q4
p<.05
1<2<3<4<5
Q1 < Q2 < Q3
< Q4
p<.05
1<2<3<4<5
Q1 < Q2 < Q3
< Q4
p<.05
1<2<3<4<5
Q1 < Q2 < Q3
< Q4
p<.05
Massachusetts EEC Common Metric Progress Memorandum
Figure B1. WSS Preschool interaction effects of age by quartile on assessment scores by domain
63
Massachusetts EEC Common Metric Progress Memorandum
Figure B2. WSS Head Start interaction effects of age by quartile on assessment scores by domain
64
Massachusetts EEC Common Metric Progress Memorandum
65
Massachusetts EEC Common Metric Progress Memorandum
Figure B3. COR interaction effects of age by quartile on assessment scores by domain
66
Massachusetts EEC Common Metric Progress Memorandum
Figure B4. GOLD interaction effects of age by quartile on assessment scores by domain
67
Massachusetts EEC Common Metric Progress Memorandum
68