Introduction

VKRP is a Virginia standards-aligned, multi-year early learning assessment system that produces actionable information to guide decisions to support student learning at the student-, classroom-, school/program-, and division-levels from the beginning of pre-kindergarten through the end of kindergarten. VKRP includes assessments of mathematics, self-regulation, and social skills, skills that predict school success in the short and long term. VKRP assessments complement Virginia’s longstanding literacy screeners administered by Virginia Literacy Partnerships (Virginia Language & Literacy Screener: Kindergarten [VALLS: Kindergarten] and Virginia Language & Literacy Screener: Pre-K [VALLS: Pre-K]). Additional information on the language and literacy screeners can be found on the VLP website.

Defining Readiness for Summative Purposes

Virginia defines school readiness as, “the capabilities of children, their families, schools, and communities that best promote student success in kindergarten and beyond." For summative purposes, kindergarten students are categorized as meeting the overall benchmark if their assessment scores meet the benchmark in mathematics, self-regulation, and social skills, and are in the Moderate- or LowRisk Band for literacy at the assessment time point (fall or spring). Students whose assessment scores are below the benchmark in mathematics, self-regulation, or social skills and/or are in the High-Risk Band for literacy are categorized as below the overall benchmark.

VKRP does not publish benchmarks for pre-kindergarten children’s skills. Instead, VKRP prekindergarten data are interpreted using Skill Development Bands (Beginning, Growing, and Strong). These bands describe children’s skills relative to expectations for the fall, mid-year, and spring assessment terms to help educators, programs/schools, and families interpret and use VKRP prekindergarten data. VLP created separate Skill Development Bands for VALLS: Pre-K; see the VALLS: Pre-K specific reports on the VLP website for details.

The VKRP Mental Health Well-being Items provide information about behavior that supports successful school adaptation and are reported separately from the benchmarks and Skill Development Bands.

Virginia Connects for Kids is a Unified Platform that Brings Together VDOE’s Early Childhood Data Systems

Virginia Connects for Kids (VAConnects) is a data system that links three state data systems—LinkB5, the Virginia Language & Literacy Screening System (VALLSS), and VKRP—into a unified platform. LinkB5 is the data system used to support Virginia Quality Birth to Five (VQB5).

By connecting and integrating these systems, VAConnects improves the integrity, continuity, usability, and security of data while providing educators and leaders with a more comprehensive view of children’s learning from birth through eighth grade. In 2025–2026, the VAConnects team worked in partnership with VDOE to continue to establish security infrastructure, develop and implement a Data Governance Framework, improve the user interface and reporting services, and launch statewide for LinkB5, VALLSS, and VKRP users for data entry and reporting. VAConnects supported more than 92,000 users and housed data for over 775,000 children ages birth through Grade 8.

2025-2026 Kindergarten Students Assessed With VKRP

Statewide, 95% of assessed kindergarten students in fall 2025 and 96% in spring 2026 had complete VKRP data across all four domains. Over 77,000 kindergarten students were fully assessed in both fall 2025 and spring 2026 in all four domains.

2025-2026 VKRP Kindergarten Key Findings

Fall 2025 and Spring 2026 Kindergarten Data

In fall 2025, 57% of kindergarten students had scores that met the overall benchmark in the four domains—literacy, mathematics, self-regulation, and social skills—while 43% began the school year needing to build skills in one or more domains (Figure 1).

In spring 2026, 59% of kindergarten students had scores that met the overall benchmark, an increase of 2% from fall 2025. From fall 2025 to spring 2026, the percentage of kindergarten students that had scores below the benchmark decreased in literacy and mathematics, while the percentage of students who had scores below the benchmark increased in self-regulation and social skills.

2025–2026 VKRP Kindergarten Benchmark Estimates Across Demographics

In both fall 2025 and spring 2026, students who had scores falling below the overall VKRP benchmark were disproportionately more likely to be from low-income backgrounds, have a disability, be an English language/multilingual learner (EL), be Black or African American or be Hispanic/Latino of any race, and be male, highlighting the need for all children to have access to high-quality educational experiences. However, there were notable gains for English language/multilingual learners (EL) from fall 2025 to spring 2026. Sixty-nine percent of EL students started the school year with scores below the overall benchmark, while in the spring, 58% of EL students’ scores fell below the benchmark – a gain of 11 percentage points.

2025–2026 VKRP Kindergarten Mental Health Well-being Data

Teachers reported being moderately, very, or extremely concerned about the well-being for 15% of kindergarten students in fall 2025 and 13% of kindergarten students in spring 2026. These students were much more likely to not meet the overall benchmark and fall below the benchmark academically and social-emotionally compared to students who were not of concern, suggesting that teacher concern is an important indicator of which students likely need individualized supports to be successful in school.

2025–2026 VKRP Kindergarten Benchmark and Growth Data

Overall, 48% of kindergarten students met the overall benchmark for both fall 2025 and spring 2026, while 30% did not meet the overall benchmark at either time point. Smaller percentages of students shifted in their overall benchmark status across the 2025 - 2026 school year, either meeting the overall benchmark in fall 2025 and not meeting it in spring 2026 (10%) or not meeting the overall benchmark in fall 2025 and meeting in spring 2026 (12%) (Figure 2).

Regarding student growth from fall 2025 to spring 2026 in mathematics, self-regulation, and social skills(*1), most kindergarten students demonstrated strong growth in mathematics skills and modest growth in self-regulation and social skills.

2025–2026 VKRP Kindergarten Mid-Year Data

An optional VKRP mid-year assessment timepoint became available to all divisions and programs beginning in 2024-2025 to allow teachers to monitor students’ progress and individualize instruction throughout the school year. Participation in the VKRP mid-year assessment timepoint was optional, while the VALLS: Kindergarten mid-year assessment timepoint is required; see the VALLS: Kindergarten Mid-Year 2026 report. Because the sample of students participating in the mid-year assessments for VKRP and VALLS: Kindergarten varied, we only present domain specific data for mathematics, selfregulation, and social skills, and do not present overall benchmark information.

Forty-nine school divisions voluntarily participated, and 208 Virginia schools implemented VKRP during the mid-year timepoint, resulting in data from 791 kindergarten classrooms and 9,583 kindergarten students. At mid-year 2026, 26% of kindergarten students scored below the mathematics benchmark, 18% below the self-regulation benchmark, and 20% below the social skills benchmark. Kindergarten teachers also reported being concerned about the social-emotional well-being of 16% of their students at mid-year.

2024-2026 VKRP Kindergarten Trends Across Time Key Findings

Changes in Readiness from Fall 2024 to Fall 2025

The percentage of kindergarten students meeting the overall benchmark increased from 51% in fall 2024 to 57% in fall 2025, a gain of 6 percentage points. At the domain level, readiness rates increased in literacy and mathematics, while self-regulation and social skills held steady. Notably, historically underserved groups made some of the largest improvements (Figure 3).

Changes in Benchmark Estimates from Spring 2025 to Spring 2026

When looking across spring timepoints, overall benchmark estimates have remained stable at around 58% in spring 2025 and 59% in spring 2026. At the domain level, readiness rates in literacy, mathematics, self-regulation, and social skills have also held steady.

2025-2026 Pre-kindergarten Students Assessed With VKRP

Beginning in the 2022-2023 school year, VKRP participation became required for publicly-funded threeand four-year-old children enrolled in Virginia Preschool Initiative (VPI) and Virginia Early Childhood Foundation (VECF) Mixed Delivery classrooms.

VKRP was optional for other publicly-funded pre-kindergarten programs, including Head Start, Early Childhood Special Education (ECSE), Title I, and locally funded classrooms. These programs could choose to administer the VKRP assessments, often through engagement with the Virginia Quality Birth to Five (VQB5) system.

Three-Year-Old Assessment Completion Data

Statewide, 83% of assessed three-year-old pre-kindergarten children in fall 2025 and 85% in spring 2026 had complete VKRP data on all four domains – literacy, mathematics, self-regulation, and social skills. This resulted in over 4,800 three-year-old pre-kindergarten children with complete assessment data in all four domains in both fall 2025 and spring 2026.

Four-Year-Old Assessment Completion Data

Statewide, 91% of assessed four-year-old pre-kindergarten children in fall 2025 and spring 2026 had complete VKRP data on all four domains – literacy, mathematics, self-regulation, and social skills. This resulted in over 22,000 four-year-old pre-kindergarten children with complete assessment data in all four domains in both fall 2025 and spring 2026.

2025-2026 VKRP Three-Year-Old Pre-kindergarten Key Findings

Fall 2025 and Spring 2026 Three-Year-Old VKRP Pre-kindergarten Data

For mathematics, in fall 2025 and spring 2026, the largest percentage of three-year-old children’s scores fell into the Growing Skill Development Band. For self-regulation and social skills, the largest percentage of children’s scores fell into the Growing Skill Development Band in both fall 2025 and spring 2026 (Figure 4).

2025–2026 VKRP Three-Year-Old Pre-kindergarten Mental Health Well-being Data

In fall 2025, teachers reported being concerned about the mental health well-being for 23% of three-year-old children, and in spring 2026, elevated teacher concern for three-year-old pre-kindergarten children decreased to 21%.

2025–2026 VKRP Three-Year-Old Pre-kindergarten Growth Data

VKRP examined trends in growth(*2) in children’s scores from fall 2025 to spring 2026 in mathematics, self-regulation, and social skills. Most three-year-old pre-kindergarten children demonstrated strong growth in mathematics skills and modest growth in self-regulation and social skills. Children’s growth varied across all domains with most children showing growth, some children making robust gains, and a small percentage of children losing ground from fall 2025 to spring 2026.

2025–2026 VKRP Three-Year-Old Pre-kindergarten Mid-Year Data

In total, 240 pre-kindergarten programs opted to implement VKRP in mid-year 2026, resulting in data from 2,845 three-year-old pre-kindergarten children. Most three-year-old children’s scores fell into the Growing Band for mathematics (55%), self-regulation (73%), and social skills (73%). Teachers reported being concerned about the social-emotional well-being for 18% of three-year-old children.

2025-2026 VKRP Four-Year-Old Pre-kindergarten Key Findings

Fall 2025 and Spring 2026 Four-Year-Old VKRP Pre-kindergarten Data

Four-year-old pre-kindergarten children displayed a range of skills across mathematics, self-regulation, and social skills in fall 2025 and spring 2026. For mathematics, the largest percentage of four-year-old children’s scores fell into the Beginning Skill Development Band in fall 2025 and the Growing Skill Development Band in spring 2026. For self-regulation and social skills, the largest percentage of four-year-old children’s scores fell into the Growing Skill Development Band in both fall 2025 and spring 2026 (Figure 5).

2025–2026 VKRP Four-Year-Old Pre-kindergarten Mental Health Well-being Data

In fall 2025, teachers reported being concerned about the mental health well-being for 19% of their four-year-old children, and in spring 2026, elevated teacher concern for four-year-old pre-kindergarten children decreased to 17%.

2025–2026 VKRP Four-Year-Old Pre-kindergarten Growth Data

The VKRP team examined trends in growth(*3) of four-year-old children’s scores from fall 2025 to spring 2026 in mathematics, self-regulation, and social skills. Most four-year-old pre-kindergarten children demonstrated strong growth in mathematics skills and modest growth in self-regulation and social skills. Children’s growth varied across all domains with most children showing growth, some children making robust gains, and a small percentage showing a decrease in skills from fall 2025 to spring 2026.

2025–2026 VKRP Four-Year-Old Pre-kindergarten Mid-Year Data

In total, 375 pre-kindergarten programs implemented VKRP in mid-year 2026, resulting in data from 9,221 four-year-old pre-kindergarten children.

In the optional mid-year 2026 assessment, most four-year-old children’s scores fell into the Growing Band for mathematics (51%), self-regulation (68%), and social skills (67%). In mid-year 2026, teachers reported being concerned about the social-emotional well-being for 16% of four-year-old children.

Grade 1-3 Assessment Pilot

In 2022-2023, VKRP began piloting mathematics, self-regulation, social skills, and mental health well-being assessments in grades 1 through 3. During 2025-2026, VKRP continued to test the reliability, validity, and feasibility of the expanded assessments in Grades 1 through 3. Across 22 divisions, 165 first through third grade teachers were recruited, trained, and administered the assessments, resulting in data for over 2,700 students. Quantitative and qualitative data analyses of the resulting data and feedback from teachers will inform future revisions and broader implementation planning.

Future Directions

In the 2026–2027 school year, VKRP will:

• Support pre-kindergarten and kindergarten implementation. VKRP will support teachers, administrators, divisions, and programs through in-person trainings, online training modules, implementation resources, and hotline assistance.

• Support three- and four-year-old pre-kindergarten participation. VKRP will remain available to publicly funded three- and four-year-old pre-kindergarten classrooms, with continued implementation support for required and voluntary participants.

• Continue the Grades 1-3 Assessment Pilot. VKRP will continue to implement a 1-3 Assessment Pilot, refining the assessments, resources, and training materials.

• Improve and expand reports. VKRP is expanding reports to include archival data and is adding requested features and improvements to existing reports.

• Collaborate with STREAMin3. VKRP will continue to closely collaborate with STREAMin3 as the model expands to additional sites and audiences statewide. The STREAMin3 curriculum model highly encourages use of VKRP and other assessments as progress monitoring tools. STREAMin3 encourages programs to follow VKRP and VALLSS’ established opt-in process for new programs interested in implementing these tools.

• Continue implementation, improvements, and expansion of VAConnects. VKRP will continue to partner with VLP and the LinkB5 team to deliver a modern, secure, user-friendly system that continuously delivers improved features and maintains high-performance standards. We will continue to partner with the VLP team around their statewide implementation of VALLSS. We will also continue to collaborate with LinkB5 to support use of VAConnects and analyses examining associations between the scores from Virginia’s birth-to-five quality improvement system (VQB5) and school readiness. Integrated data from VAConnects will be used to answer critical questions about how children’s early care and education across the first five years link to children’s skill development and growth and support the continued establishment of high expectations for the experiences children receive.
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(*1) Student growth in literacy skills as measured through VALLSS is examined by UVA’s VLP.
(*2) Growth scores on the pre-kindergarten language and literacy screener (VALLS: Pre-K) are still being finalized. Prekindergarten literacy scores represent children’s outcomes at each distinct timepoint (i.e., fall and spring).
(*3) Growth scores on the pre-kindergarten literacy screener (VALLS: Pre-K) are still being finalized. Currently pre-kindergarten literacy scores represent children’s outcomes at each distinct timepoint (i.e., fall and spring).