Topic
1 issue
The curriculum is chosen and the day is assembled, which leaves the question that arrives once a family is actually teaching: is it working. The early grades answer that question differently than a school does, because a parent teaching one to three children sees the evidence directly and does not need the testing machinery a classroom uses to see thirty children at once. This issue describes what progress actually looks like in kindergarten through third grade, the light records worth keeping and the ones a state may require, and the placement and readiness checks that tell a parent whether to move a child up, hold, or adjust. Plus the policy dispatch and the first full purchasing cycle on the Texas accounts.
The prior issue assembled the K-3 day, and this issue takes the question that arrives once a family is teaching it, which is how to know the early grades are working. The answer begins by setting aside the instrument most families arriving from a school reach for first. A classroom assesses constan…