Children’s Progress was co-founded by Columbia University Emeritus Professor and Quondam Director of the Psychophysics Laboratory, Eugene Galanter. See the resources below to learn about the research behind our adaptive early childhood assessment and other projects.
Children’s Progress Academic Assessment
The Children’s Progress Academic Assessment (CPAA) grew out of decades of research at Columbia University. We developed our patented adaptive process in collaboration with MIT.
- Technical Report
Read about the evidence of the validity and reliability of the CPAA.
- Developmental Appropriateness
We designed the CPAA to meet National Association for the Education of Young Children (NAEYC) criteria for developmental appropriateness. Learn more about the developmental appropriateness of the assessment.
- CPAA Users Show Better High Stakes Test Outcomes
An empirical study of more than 35,000 students demonstrated that students screened with the CPAA received significantly higher scores on their 3rd grade state achievement test, compared to those who were not exposed to the CPAA. In Language Arts, 12.1% more CPAA users met standards on the state test than students who did not use the CPAA. In Mathematics, that figure was 13.2%. Learn more about this empirical study.
Collaboration with National Research Organizations
We work on research projects with major universities (including Yale, Penn State and University of Texas at El Paso) as well as national research organizations (including the Institute of Education Sciences at the United States Department of Education, the National Science Foundation and the National Institutes of Health).
- United States Department of Education – Institute of Education Sciences (IES)
IES has awarded Children’s Progress a grant to design an assessment to help early educators identify and customize instruction to children’s cognitive strengths. The aim of this assessment will be to identify children with exceptional cognitive and academic abilities and provide opportunities for individualized instruction for all students. Learn more about this project. In previous years, we have also worked with the department through the Small Business Innovation Research (SBIR) program on projects investigating the potential of parent involvement in early education and dynamically generated interactive instructional tutorials.
- National Science Foundation (NSF)
Children’s Progress conducted early research in the area of collaborative peer-to-peer learning in a study funded by the National Science Foundation (NSF). In this program, students were paired with classmates and engaged in multi-user gaming to investigate early mathematics concepts. Findings from this study helped inform the adaptive structure of the Children’s Progress Academic Assessment (CPAA).
- National Institutes of Health (NIH)
In a project funded by the National Institutes of Health (NIH), Children’s Progress examined children’s psychosensory development as a potential confound in diagnosing early learning difficulties.
To learn more about our assessment item types and our patented adaptive assessment engine, request a demo.