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Research Background

The most reliable assessments in Pre-K

The initial research and development of the Individual Growth and Development Indicators (IGDIs) was conducted at the University of Minnesota in the late ‘90s, based on over a decade of previous research in measurement procedures.

Funded by federal research grants, the IGDIs have since been redesigned and evaluated empirically in a series of studies with special attention to reliability and validity indices. Shown to be psychometrically sound, IGDIs are now trusted by teachers and researchers across the country.

Supported by 20+ years of federally-funded research.

1998

In response to accountability systems for young children, the Office of Special Education and Rehabilitation Services (OSERS) funded a collaborative project between investigators at the Universities of Minnesota, Kansas, and Oregon: the Early Childhood Research Institute on Measuring Growth and Development. The initial research and development of the Individual Growth & Development Indicators (IGDIs) was conducted under this grant at the University of Minnesota based on over a decade of previous research in measurement procedures for Curriculum-Based Measurement by Dr. Stan Deno.

2004

More than 35% of Early Reading First grantees used IGDIs to assess child language and literacy outcomes.

2006

With evidence building around the link between mathematical skills and later school success, the Early Numeracy IGDIs were developed by Robin Hojnoski, Ph.D. and Randy Floyd, Ph.D. of the Department of Psychology at the University of Memphis. These measures have since been psychometrically evaluated and extensively tested in the field. Dr. Hojnoski continues the research advancement of these early numeracy measures at LeHigh University.

2008

The Institute of Educational Sciences (IES) funds the redesign of the IGDIs for language and literacy. After a rigorous design & evaluation process, the revised measures have since been evaluated empirically in a series of studies (including Master’s and Doctoral theses) with special attention to reliability and validity indices.

2012

The University of Minnesota is awarded funding to fully develop and validate the Spanish edition of IGDIs for assessing the early literacy skills of Spanish-English bilingual children.

2014

A multi-year research grant will allow the University of Minnesota to design, test and evaluate the feasibility, usability and promise of “IGDI-APEL”, a tablet-device application that provides a comprehensive early literacy RTI experience for early childhood educators including assessment (screening/identification & progress monitoring), real-time interactions with student data, and a RTI data-based decision making frameworks.

2016

The University of Minnesota (in partnership with researchers at the Universities of Washington, Oregon, LeHigh, among others) receives multiple federal research grants to expand on the existing suite of early literacy measures. This includes the development of a P3 edition for screening and a progress monitoring set for P4 children in both English & Spanish languages.

Today

More than 12,500 preschool settings have used IGDIs to assess child outcomes.

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