The relationship between teacher ratings of kindergarten classroom skills and second-grade achievement scores: An analysis of gender differences

The Kindergarten Performance Profile, a criterion-referenced teacher rating scale, was developed by a multidisciplinary group of public school teachers, child development specialists, and evaluators. The present study analyzed the social and work skill areas of the rating scale, focusing on the relationship of classroom skills in the fall and spring of kindergarten to second-grade achievement scores. Gender differences, as well as the impact of assessing children's skills in the fall versus the spring of kindergarten were explored. Results indicated that kindergarten work skills were significantly related to California Achievement Test scores for both boys and girls; however, kindergarten social skills were related to achievement scores for girls but not boys. Teacher ratings from either the fall or the spring were predictive of achievement test scores for girls, although different girls were identified as having problems at the two time periods: whereas spring evaluations were more strongly related to boys' later achievement. The implications of these findings for assessment programs are discussed.