Making Preschool Classroom Assessments Work for Dual Language Learners

Early childhood educators need tools to effectively monitor young children’s developmental progress and inform how they support their growth. Preschool classroom assessments are often used for this purpose, but these assessment tools and practices do not work equally well for all children. Most were developed with monolingual, English-speaking children in mind and are a poor fit for Dual Language Learners (DLLs)—children with at least one parent who speaks a language other than English at home.

With DLLs comprising one-third of all U.S. children ages 0–5, making preschool classroom assessments work for children of diverse linguistic and cultural backgrounds is an important part of helping put all young children on a path to school readiness and longer-term success. This is well recognized both in federal education policy and by many states.

The issue brief takes a closer look at this issue, identifying gaps in available assessment tools as well as strategies for improvement. The brief also highlights examples of promising practices from Illinois, one of the most linguistically diverse states in the country. With a focus on linguistically responsive approaches, family engagement, and ongoing professional development, the brief provides actionable insights for policymakers, early childhood education leaders, and preschool educators committed to creating high-quality learning environments.