Jessica Goldstein

Associate Professor-in-Residence


Associate Professor in Residence

Academic Degrees:

Ph.D., Measurement, Evaluation and Assessment, University of Connecticut, 2006
M.A. Educational Psychology, University of Connecticut, 2004 
B.A. Psychology, Emory University, 1997 

Areas of Expertise:

Validity Issues

Early Childhood Assessment

Large Scale Assessment

Research Methodology


Dr. Jessica Goldstein is an Assistant Professor in Residence in the Measurement, Evaluation, and Assessment program at the University of Connecticut. Dr. Goldstein’s research interests include the validity of large-scale assessment systems for special populations and the use of alternative measures of student achievement for school accountability. Her primary responsibility at UConn is to provide technical assistance to the Connecticut Office of Early Childhood (OEC) and the Connecticut State Department of Education (CSDE) on large-scale assessment issues. Dr. Goldstein is currently working with the OEC to develop and validate an assessment tool for early care and education providers. As a consultant to the CSDE, Dr. Goldstein studied issues related to the assessment of students with significant cognitive disabilities, Connecticut’s achievement gap, and the use of alternative measures of student achievement for school accountability. Her current work with the agency is focused on the use of assessment data by teachers and administrators.


Funded Research:

Connecticut Early Learning and Development Assessment System, 2015 – 2017

Early Childhood Assessment Support to the Office of Early Childhood, 2014 – 2017

Psychometric Analysis and Research Support for Student Assessment in Connecticut (PARSACT), 2014 – 2017


Selected Publications:

Goldstein, J., &. Flake, J. (in press). Towards a conceptual framework for the validation of early childhood assessment systems. Educational Assessment, Evaluation and Accountability, DOI: 10.1007/s11092-015-9231-8.

Goldstein, J., McCoach, D.B., &. Yu, H. (in press). Predicting third grade achievement from the start of kindergarten: A quantitative study. Journal of Educational Research, DOI: 10.1080/00220671.2015.1039111.

Goldstein, J., Eastwood, M., &. Behuniak, P. (2014). Can teacher ratings of students’ skills at kindergarten entry predict kindergarten retention? A quantitative analysis. Journal of Educational Research 107, 217-229.

Goldstein, J., & Behuniak, P. (2014). Building a kindergarten entry assessment from Connecticut’s Early Learning and Development Standards: Feedback from educators. Hartford, CT: Connecticut Office of Early Childhood.

Goldstein, J. (2013). Understanding the status of children’s learning and development at kindergarten entry: Section E1 of Connecticut’s Race to the Top application. Hartford, CT: Connecticut Office of Early Childhood.

Goldstein, J., & Behuniak, P. (2013). Articulating a vision for a comprehensive early childhood assessment system in Connecticut. Hartford, CT: Connecticut State Department of Education.

Goldstein, J., & Behuniak, P. (2012). Can assessment drive instruction? A multimethod study of one state’s alternate assessment. Research and Practice for Persons with Severe Disabilities, 37, 199-209.

Goldstein, J., & Behuniak, P. (2012). Assessing students with significant cognitive disabilities on academic content: A study of teacher ratings. Journal of Special Education, 46, 117-127.

Goldstein, J., & Behuniak, P. (2012). Review of Connecticut Preschool Assessment Framework sample data. Hartford, CT: Connecticut State Department of Education.

Goldstein, J., & McCoach, D.B. (2011). The starting line: Developing a structure for teacher ratings of students’ skills at kindergarten entry. Early Childhood Research and Practice 13(2). Available at:

Goldstein, J., & Behuniak, P. (2011). Assumptions in alternate assessment: An argument-based approach to validation. Assessment for Effective Intervention, 36, 179-191.

McCoach, D. B., Goldstein, J., Behuniak, P., Reis, S., & Rambo, K. (2010). Examining the unexpected: Outlier analyses of factors affecting student achievement. Journal of Advanced Academics, 21, 426-469.

O’Connell, A.A., Goldstein, J., Rogers, H.J., & Peng, C.Y. (2008). Logistic and ordinal multilevel models. In A.A. O’Connell & D.B. Mccoach (Eds.) Multilevel analysis of educational data. Information Age Publishing.



American Educational Research Assocation

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Contact Information
Phone860 486 9561
Mailing AddressUnit 3064
Office LocationOff Campus