About Children’s Progress

Who We Are

Our goal is to help educators move quickly and effectively from data to instruction in order to help every child succeed.

Our educational tools and approach grew out of decades of research at Columbia University and we patented our adaptive software in collaboration with MIT. Children’s Progress was co-founded in 1999 by Columbia University Emeritus Professor and Quondam Director of the Psychophysics Laboratory, Dr. Eugene Galanter. In April 2012, the company became part of Northwest Evaluation Association (NWEA), a global not-for-profit educational services organization providing assessments, professional development, and research. The Children’s Progress Academic Assessment (CPAA) is now part of NWEA’s suite of learning and growth tools. Learn more about us joining the NWEA family.

What We Do

We think that when you take the time to assess your students, you deserve to receive quality information you can apply immediately to drive instruction, not just numbers to place in your files. So, we make adaptive assessment and intelligent reporting tools that empower educators to individualize learning and differentiate instruction in the earliest grades (Pre K – 3rd Grade).

Hundreds of thousands of students across schools, districts and early learning centers nationwide use the Children’s Progress Academic Assessment (CPAA). This Pre K – 3rd grade program consists of a diagnostic adaptive assessment that adjusts in difficulty to student performance, instant reports for educators, administrators and parents and recommended activities to drive instruction. Learn more about how it works.

What We Believe

1. Quality early education is the cornerstone of a successful academic career and life.
Studies consistently show that gains made in early childhood have a significant impact on further success in school and in life. We love being able to support high quality early learning programs with a tool that helps early educators drive instruction and build a solid foundation for young students.

2. The most effective instructional improvements are proactive.
If we want to get serious about using data to drive instruction, third grade high-stakes test scores are too little too late. Formative and interim assessments are integral pieces of a comprehensive assessment system and they are critical in the early years, when we can use them to proactively nip misunderstandings in the bud.

3. Less time testing + more time teaching = better education.
Assessment is a means to an end, not an end in itself. The real goal is to help every child achieve… but how? We aim to do everything we possibly can to help teachers spend less time on administrative tasks and testing and more time in the classroom focused precisely on what each child needs most right now.
 
4. Parental involvement in education is critical to student success.
Students whose parents are engaged and active in their education do better in school. But getting busy parents to participate is often a challenge. We believe it’s critical to equip teachers with data they can share with parents to explain not just how their children are performing but exactly what they can do to help.
 
5. Formative assessment is an ongoing process, not a tool
Assessment should not be a distraction or interruption. A good assessment should feel organic – quick and easy to integrate naturally into the teaching and learning process.

6. Young students require an age-appropriate approach.
It’s time to raise our expectations… of early childhood assessment. When designing engaging and motivating tools for the earliest grades, we must keep developmentally appropriate practices in mind. Taking a tool that may be appropriate for older grades (e.g. a paper and pencil test) and simply making the content less challenging is not sufficient.

7. It’s not about technology, but about how we use it.
Technology holds great potential for individualizing teaching and learning. However, the use of technology per se will not help us improve our outcomes. It’s more about how we use it and how we apply the knowledge we gain. In order to improve education with the help of technology, we must use technology in new, disruptive ways.

Request a demo to learn what we can do for you and your early childhood team.