One of the most significant — and most misunderstood — changes that Kenya’s Competency-Based Curriculum introduced is how students are assessed. For a generation of parents who grew up with end-of-term examinations, class positions, and a single high-stakes test determining their child’s future, the CBC assessment model can feel unfamiliar, even confusing.
Yet understanding CBC assessment methods in Kenya is not optional. It is essential. Under CBC, assessment is not something that happens to a child at the end of a term. It is a continuous, multi-layered process that runs through every school day, every subject, and every year of learning from Pre-Primary all the way to Grade 12. The records generated by this process directly determine where a child is placed in Senior Secondary School and what opportunities are available to them beyond.
The Kenya Institute of Curriculum Development (KICD) designed the CBC assessment framework to move away from the single-examination model that defined 8-4-4 and toward a system that evaluates what learners can actually do — their competencies, practical skills, values, and knowledge — across the full breadth of their educational experience. The Kenya National Examinations Council (KNEC) then uses this broader evidence base alongside national examinations to make placement and progression decisions.
This guide explains every CBC assessment method used across Kenya’s education system, how each one works in practice, who is responsible for what, and what the latest developments in 2026 mean for learners, parents, and teachers.
What Are CBC Assessment Methods in Kenya?
CBC assessment methods in Kenya are the official approaches used to evaluate learner competency, knowledge, skills, and values under the Competency-Based Curriculum framework. Unlike the 8-4-4 system, which relied primarily on written examinations to assess learning, CBC uses a combination of continuous school-based assessment and periodic national examinations to build a comprehensive picture of each learner’s development over time.
CBC assessment methods are the tools and processes used by teachers, schools, and KNEC to evaluate what Kenyan learners know, understand, and can do across all learning areas. They include formative assessment, summative assessment, school-based assessment, and national examinations. Together, these methods produce the evidence base used for learner placement, progression, and certification.
The fundamental philosophy shift embedded in CBC assessment is this: a child’s educational worth is not determined by one examination on one day. It is built progressively, across years of evidence, through multiple assessment types that capture the full range of competencies CBC aims to develop.
Read also: CBC Curriculum in Kenya
How CBC Assessment Works in Kenya
The Two Levels of CBC Assessment
CBC assessment in Kenya operates at two distinct but interconnected levels.
The first is school-based assessment, which happens continuously throughout the school year and is administered by classroom teachers. This level captures the day-to-day, term-by-term evidence of learner progress across all subjects and is recorded formally in documents maintained by the school.
The second is national assessment, which is administered by KNEC at specific transition points in the education system. National assessments happen at the end of Grade 3, Grade 6, and Grade 9, and at the end of Grade 12. Each serves a different diagnostic or placement purpose within the overall CBC framework.
Both levels feed into the learner’s overall profile. For critical placement decisions — such as Senior Secondary pathway placement after Grade 9 — KNEC combines evidence from both school-based assessment records and national examination performance to arrive at a holistic learner profile.
The Role of KICD in Assessment Design
The Kenya Institute of Curriculum Development (KICD) designs the assessment framework that governs what is assessed, how it is assessed, and at what standard. KICD produces the curriculum designs, teacher guides, and assessment rubrics that teachers use when evaluating learners at the school level. Every assessment tool a JSS teacher uses in their classroom should be aligned to the KICD framework for that subject and grade level.
The Role of KNEC in Assessment Administration
The Kenya National Examinations Council (KNEC) is responsible for designing, administering, marking, and certifying all national-level assessments under CBC. KNEC also receives and processes school-based assessment records submitted by schools, incorporating them alongside national examination scores for placement decisions. KNEC’s role in CBC is therefore broader than its role under 8-4-4, where it was primarily an examination body — under CBC, it is a data integration and learner profiling body as well.
Formative Assessment Under CBC
What Is Formative Assessment?
Formative assessment is the continuous, ongoing evaluation of learner progress that happens during normal teaching and learning throughout every school term. It is the most frequent form of assessment under CBC and the one that most directly shapes how teachers teach and how learners learn day to day.
The purpose of formative assessment is not to generate a final grade. It is to monitor how learning is developing, identify where a learner needs additional support, celebrate progress, and give the teacher the information they need to adjust their teaching approach in real time. Under CBC, formative assessment is built into every lesson, not added on at the end of a unit.
What Formative Assessment Looks Like in Practice
Formative assessment under CBC takes many forms depending on the subject, the grade level, and the specific competency being developed. Common formative assessment methods used by teachers across Kenya’s CBC schools include:
Oral questions and discussions where teachers ask learners to explain their thinking, respond to scenarios, or demonstrate understanding verbally during lessons. This is particularly common in English, Kiswahili, Social Studies, and Life Skills Education.
Written exercises and short tasks completed in class or as homework, reviewed by the teacher to identify individual understanding gaps. These are used across all subjects but are especially prominent in Mathematics, Integrated Science, and Business Studies.
Practical observations where teachers watch learners perform tasks in subjects like Pre-Technical and Pre-Career Education, Creative Arts and Sports, and Agriculture and Nutrition. The teacher uses a structured observation checklist to record what competencies the learner demonstrates.
Group work and project evaluation where teachers assess how learners collaborate, contribute, problem-solve, and communicate within team activities. Group projects are used across many CBC subjects and assess social and collaborative competencies alongside academic ones.
Portfolio reviews where learners collect and present samples of their work over time, allowing the teacher to assess growth and development rather than just current performance. Portfolios are particularly relevant in Creative Arts and in writing-based subjects.
Self-assessment and peer assessment where learners reflect on their own performance or evaluate a classmate’s work against defined criteria. These methods build metacognitive skills — the ability to think about one’s own thinking — which is a core CBC competency.
Who Records Formative Assessment?
Every formative assessment observation is recorded by the classroom teacher in the Learner Performance Record (LPR), the official school document that tracks each learner’s progress across all subjects throughout their time in JSS. The LPR is a running portrait of the learner, built assessment by assessment, term by term, from Grade 7 through Grade 9.
Sub-county education officials are responsible for moderating LPR records during school visits, checking that assessments are being conducted honestly, consistently, and in alignment with KICD standards. This moderation process is one of the most important quality control mechanisms in the CBC assessment system.
Summative Assessment Under CBC
What Is Summative Assessment?
Summative assessment is the more structured evaluation of what a learner has achieved over a defined period — typically at the end of a school term or year. Unlike formative assessment, which is diagnostic and ongoing, summative assessment is evaluative and conclusive. It answers the question: at this point in time, what has this learner achieved?
Under CBC, summative assessments are administered by teachers at the end of each term in every subject. They are more formally structured than formative assessments and are designed to assess whether learners have achieved the competencies targeted during that term’s curriculum content.
How Summative Assessment Is Structured
Summative assessments in CBC are not simple end-of-term examinations in the traditional 8-4-4 sense. They are competency-based evaluations that may include written components, practical demonstrations, oral performances, and project presentations depending on the subject. For example, a Grade 8 summative assessment in Creative Arts and Sports might involve a practical performance evaluation alongside a short written reflection. A Grade 7 summative assessment in Agriculture and Nutrition might include a practical garden activity observation as well as a written task.
Teachers develop summative assessment tasks in alignment with the KICD assessment rubrics for their subject. The rubric specifies the competency levels expected and provides criteria against which learner performance is judged. Results are recorded in the LPR as competency levels rather than raw percentage scores.
The Competency Level Reporting System
One of the most common sources of parent confusion in CBC assessment is the reporting format. Under 8-4-4, a child received a percentage score and a class position. Under CBC, they receive a competency level rating. KICD’s competency level framework uses the following broad categories across different education levels:
At Junior Secondary level, learner performance in summative assessments is typically reported against a four-tier scale that describes whether the learner has exceeded, met, is approaching, or has not yet met the expected competency for the assessed area. The specific language and tier labels are defined by KICD in the relevant teacher guides for each subject and grade level.
Parents who find this format unfamiliar are encouraged to request a meeting with their child’s teacher and ask for a clear explanation of what each level means for their child’s specific subjects.
School-Based Assessment (SBA) in CBC Kenya
What Is School-Based Assessment?
School-based assessment (SBA) is the collective term for all the assessment activity — both formative and summative — that is conducted and recorded at school level under CBC. It is administered by teachers, moderated by sub-county officials, and compiled into the LPR. SBA is distinct from national examinations in that it is ongoing, school-led, and covers the full breadth of the curriculum rather than a single examination-day snapshot.
SBA is one of the most significant features of the CBC model and one of its most debated. Its advocates argue that it produces a fairer, more comprehensive picture of a learner than any single examination can. Its critics raise legitimate concerns about consistency, standardisation, and the potential for bias or inflation in school-recorded results.
The Learner Performance Record (LPR)
The LPR is the central document of school-based assessment in CBC. It is a formal record maintained by each JSS school for every enrolled learner, capturing assessment data across all 12 subjects from Grade 7 through Grade 9. The LPR is not a report card — it is a comprehensive, evidence-based portfolio document that accumulates over three years.
At the end of Grade 9, schools submit each learner’s LPR to KNEC as part of the pathway placement process. KNEC uses the three-year LPR data alongside the JSEA examination results to generate each learner’s Senior Secondary placement profile. The LPR is therefore not a school-internal document — it has national assessment significance, and its accuracy and completeness matter enormously to each learner’s future.
SBA Moderation Process
To address the equity and consistency concerns that school-based assessment raises, KICD and the Ministry of Education have established a moderation process. Sub-county quality assurance and standards officers (QASO) conduct regular school visits to review LPR records, check that assessments have been conducted in alignment with KICD rubrics, and identify any schools where assessment practices appear inconsistent or inflated.
In cases where significant discrepancies are identified, sub-county officials can flag records for further review before they are submitted to KNEC. This moderation process is imperfect and varies in rigour across Kenya’s 47 counties, but it represents an important structural safeguard in the SBA system.
National CBC Examinations Administered by KNEC
Grade 3 Baseline Assessment
The Grade 3 Baseline Assessment is the first national assessment point under CBC. It is a diagnostic tool, not a high-stakes examination. Its purpose is to identify learners who may need additional literacy and numeracy support at an early stage, enabling schools and teachers to intervene before gaps become entrenched. Results from the Grade 3 assessment are used internally by schools and sub-county education offices and do not determine placement or progression at this stage.
KPSEA — Kenya Primary School Education Assessment (Grade 6)
The Kenya Primary School Education Assessment (KPSEA) is the national examination administered by KNEC at the end of Grade 6, marking the completion of Upper Primary under CBC. The KPSEA replaced the KCPE in the CBC framework and serves a different purpose — it is a transition assessment rather than a purely competitive ranking examination.
KPSEA results, combined with Upper Primary school-based assessment records and Grade 6 capstone project scores, are used by the Ministry of Education to place learners into Junior Secondary schools. The examination covers the core learning areas of Upper Primary and is designed to assess competency achievement rather than simply rank learners by total marks.
For parents of Grade 6 learners, the key message is that KPSEA performance matters not in isolation but as one input into a broader transition profile. A learner with a strong Upper Primary SBA record and a moderate KPSEA score may still secure a good JSS placement, because the placement system considers the full profile.
JSEA — Junior School Education Assessment (Grade 9)
The Junior School Education Assessment (JSEA) is the national examination administered by KNEC at the end of Grade 9, marking the completion of Junior Secondary School. It is the most consequential national assessment under CBC for the current JSS generation, as it is the primary driver of Senior Secondary pathway placement.
The JSEA covers all 12 CBC Junior Secondary subjects and is designed by KNEC in alignment with the KICD Grade 9 curriculum framework. In 2026, Kenya is administering the JSEA for the very first time, as the pioneer CBC Grade 7 cohort — who entered JSS in 2023 — completes Grade 9.
JSEA results are not used in isolation for pathway placement. KNEC combines JSEA scores with the three-year LPR submitted by each school to generate a holistic learner placement profile. This combined profile is then used to assign each learner to one of the three Senior Secondary pathways: STEM, Social Sciences, or Arts and Sports Science.
Kenya Certificate of Secondary Education (KCSE) — Grade 12
At the end of Senior Secondary School (Grade 12), learners sit the Kenya Certificate of Secondary Education (KCSE), which remains the national school-leaving examination. The KCSE under CBC assesses learners within their chosen Senior Secondary pathway subjects. Results are used for university and tertiary institution placement, employer screening, and professional certification purposes. The KCSE maintains significant weight in Kenya’s education system as the final formal credential of secondary schooling.
KNEC CBC Grading Framework
How CBC Grading Differs From 8-4-4 Grading
Under 8-4-4, grading was straightforward: a learner received a numerical score, which translated to a letter grade (A, B, C, D, E), which combined into an overall aggregate that determined placement. The system was transparent in its simplicity but brutally reductive — every learner’s entire educational value was condensed into a single number.
Under CBC, KNEC’s grading framework is designed to reflect competency levels rather than rank-order performance. The principle is that grading should communicate what a learner can do, not simply where they sit relative to peers. This shift has significant implications for how results are interpreted and how placement decisions are made.
Competency Levels in KNEC CBC Grading
KNEC’s CBC grading system, particularly for national assessments like the KPSEA and JSEA, uses a competency level framework that describes learner achievement in terms of mastery rather than marks. The broad levels used in KNEC’s CBC reporting, as aligned to KICD’s assessment framework, describe achievement as exceeding expectations, meeting expectations, approaching expectations, or below expectations, with descriptors for each level providing specific evidence of what learners at that level can demonstrate.
For the JSEA specifically, KNEC is developing a reporting format that communicates pathway readiness — indicating not just what level a learner achieved overall, but which Senior Secondary pathway their competency profile best supports. This represents a fundamentally different use of examination results compared to the rank-based KCPE results that Kenyan parents are most familiar with.
What CBC Grading Means for Placement
The placement algorithm KNEC uses after the JSEA weighs both the JSEA competency level results and the three-year LPR profile. Learners are placed into Senior Secondary pathways based on where their overall competency evidence is strongest. A learner who consistently demonstrates high competency in Mathematics, Integrated Science, and Pre-Technical Education across both the LPR and the JSEA is placed in the STEM pathway. Consistent strength in Social Studies, English, and Business Studies points toward Social Sciences. Demonstrated excellence in Creative Arts and Sports alongside a strong LPR record in those areas supports Arts and Sports Science placement.
The placement system also incorporates learner pathway preferences, as KICD’s framework recognises that learner motivation and self-awareness are important factors in Senior Secondary success. A learner placed in a pathway entirely against their interests is less likely to thrive than one whose placement aligns with both competency evidence and personal aspiration.
Benefits of CBC Assessment Methods
More Complete Learner Evaluation: By combining formative assessment, summative assessment, SBA records, and national examinations, CBC assessment captures a far more complete picture of what a learner can do than any single examination can produce. This comprehensiveness benefits learners whose strengths are practical, creative, or interpersonal rather than purely academic.
Reduced High-Stakes Examination Anxiety: Because assessment is continuous and no single examination determines everything, learners are not subjected to the extreme psychological pressure that characterised KCPE preparation under 8-4-4. Research consistently shows that chronic high-stakes examination anxiety impairs both learning and performance, particularly for younger learners.
Early Identification of Learning Needs: Continuous formative assessment gives teachers the information they need to identify learning gaps early and intervene before problems become entrenched. Under 8-4-4, a learner who was struggling might not be formally identified until an end-of-term examination — by which time significant curriculum content had already been missed.
Recognition of Diverse Competencies: CBC assessment explicitly values competencies across all 12 subjects, including practical, creative, and life skills areas. This means that a learner with exceptional ability in Creative Arts, Agriculture, or Pre-Technical Education has their strengths formally captured and recognised in their assessment profile in a way that the 8-4-4 examination system never could.
Fairer Long-Term Profile Building: A three-year LPR record is far more resistant to single-day performance variation than a once-off examination. A learner who is unwell, anxious, or distracted on KCPE day under 8-4-4 risked having their entire primary school journey defined by one bad performance. Under CBC, three years of consistent evidence cannot be undone by a single assessment event.
Challenges Facing CBC Assessment in Kenya
SBA Consistency and Equity: The most significant and widely acknowledged challenge in CBC assessment is the variation in quality between school-based assessments at different schools. Urban private schools with trained teachers and adequate resources tend to produce more rigorous SBA records than under-resourced rural public schools. When these unevenly produced LPR records are submitted to KNEC and combined with JSEA scores, there is a genuine risk that the combined profile does not reflect a level playing field.
Teacher Assessment Capacity: Conducting valid, reliable formative and summative assessments across 12 subjects requires specific assessment literacy skills that many JSS teachers, particularly those retrained from primary school backgrounds, have not fully developed. KICD and TSC have invested in teacher training, but assessment quality gaps remain a concern in many schools.
LPR Workload on Teachers: Maintaining comprehensive LPR records for every learner across 12 subjects is a significant administrative burden. Many teachers report that the paperwork demands of CBC assessment reduce the time available for actual teaching and lesson preparation. Digital LPR piloting is underway in select counties, but a nationwide solution to the administrative burden has not yet been fully implemented.
Parental Misunderstanding: A substantial proportion of Kenyan parents still do not fully understand what CBC competency-level reports mean or how SBA records contribute to placement decisions. This knowledge gap leads to anxiety, misinformation, and sometimes inappropriate pressure on both learners and schools to produce 8-4-4-style marks and rankings that the CBC system deliberately does not generate.
Assessment Inflation Risk: Because school-based assessment records are submitted to KNEC and used in placement decisions, there is an incentive for schools — particularly those competing for reputation — to inflate LPR records. KNEC and sub-county moderators work to detect and address inflation, but the risk remains a structural challenge in any school-led assessment system.
Latest CBC Assessment Updates in 2026
First JSEA Administration: KNEC is administering the inaugural JSEA examination in 2026 for Kenya’s first CBC Grade 9 cohort. This is the most significant assessment milestone in CBC history to date, and KNEC has been preparing extensively, including refining the examination structure, marking frameworks, and the pathway placement algorithm that will use combined JSEA and LPR data.
Digital LPR Pilot Expansion: The Ministry of Education has expanded the digital LPR pilot programme to additional counties in 2025 and 2026, with the goal of reducing teacher administrative burden, improving data standardisation, and enabling more efficient LPR submission to KNEC for Grade 9 placement processing.
SBA Moderation Strengthening: Following concerns raised during the first JSS cohort’s assessment cycle, the Ministry of Education increased the frequency of QASO school visits for SBA moderation in 2025 and 2026, with particular focus on schools in counties where LPR quality concerns were most pronounced.
KNEC Public Communication Campaign: Ahead of the first JSEA results release, KNEC and the Ministry of Education launched a national public information campaign explaining how JSEA scores and LPR records will be combined for pathway placement, what the three Senior Secondary pathways mean, and how parents and learners can engage with the placement process.
KICD Assessment Framework Review: KICD conducted a review of its assessment rubrics and teacher guides for Grade 7 through Grade 9 in 2025, incorporating feedback from teachers who had delivered the first three cohorts of JSS. Revised assessment guidance documents were distributed to schools ahead of the 2026 school year.
Frequently Asked Questions About CBC Assessment Methods
What is the difference between formative and summative assessment in CBC?
Formative assessment is continuous and diagnostic — it happens throughout every term and is used to monitor learning progress and adjust teaching. Summative assessment is evaluative and structured — it happens at the end of a term or year to measure what has been achieved. Both types are recorded in the Learner Performance Record. Neither is more important than the other — they serve different but complementary purposes in the CBC assessment system.
How does KNEC use school-based assessment records?
KNEC receives the three-year Learner Performance Record (LPR) compiled by each JSS school for every Grade 9 learner. This LPR is submitted alongside the learner’s JSEA examination results. KNEC’s placement algorithm combines both sources of evidence — the three-year SBA record and the JSEA performance — to generate each learner’s Senior Secondary pathway placement profile. Neither the LPR nor the JSEA alone determines placement.
What is the KPSEA and how does it differ from the old KCPE?
The KPSEA (Kenya Primary School Education Assessment) is the national examination sat at the end of Grade 6 under CBC. It replaced the KCPE. The key differences are purpose and weighting. KCPE was primarily a high-stakes ranking examination that determined primary school exit performance and secondary school placement by total score. KPSEA is a competency-based transition assessment whose results are combined with Upper Primary SBA records and capstone project scores for JSS placement, making it one input in a broader profile rather than the sole determinant.
Can a school manipulate school-based assessment records?
KICD and the Ministry of Education have put moderation systems in place specifically to guard against SBA manipulation. Sub-county quality assurance officers conduct school visits to review LPR records and check for inconsistencies. KNEC also has internal checks when processing submitted LPR data. While the risk of inflation cannot be eliminated entirely in any school-led assessment system, structural safeguards exist and are being strengthened progressively.
How are CBC assessment results communicated to parents?
CBC results are communicated through competency-level reports at the end of each school term. These reports describe what a learner can do relative to the expected competency standards for their grade level and subject, rather than providing a numerical score or class position. Parents who find this format unclear should request a meeting with their child’s teachers and ask for a plain-language explanation of the report and its implications.
Does every subject use the same assessment methods?
No. Assessment methods are tailored to the nature of each subject. A Mathematics summative assessment is primarily written. A Creative Arts and Sports assessment includes practical performance and portfolio components. A Pre-Technical Education assessment includes workshop practical observation. An Agriculture and Nutrition assessment may involve garden activity evaluation. KICD provides subject-specific assessment guidance in each teacher guide, ensuring that assessment tools match the competencies being evaluated.
What happens if a learner’s JSEA performance does not match their LPR record?
Significant discrepancies between a learner’s JSEA examination performance and their three-year LPR record will be reviewed by KNEC. A pattern of very high LPR records combined with poor JSEA performance may trigger an LPR quality review for the submitting school. Conversely, a learner with a strong JSEA performance but a weak LPR record will have their combined profile assessed holistically by KNEC’s placement process. The system is designed to use both sources of evidence to arrive at the most accurate learner profile possible.
Common Misconceptions About CBC Assessment
Misconception: “CBC has no proper examinations, so standards have dropped.” This is false. CBC includes national examinations at Grades 3, 6, 9, and 12, all administered by KNEC. The difference is that these examinations work within a broader assessment framework rather than acting as the sole determinant of a learner’s educational profile. Standards are defined by KICD’s competency frameworks and are assessed across multiple tools and timeframes.
Misconception: “School-based assessment means teachers just give everyone good marks.” This concern has some basis but misrepresents the system. SBA moderation by sub-county officials, KNEC’s data integration processes, and the combination of SBA with national examination results all create checks against simple grade inflation. The system is not perfect, but it contains multiple safeguards that are being progressively strengthened.
Misconception: “The KPSEA is just the KCPE renamed.” This is false. KPSEA and KCPE differ in purpose, structure, and weighting. KCPE was a sole-determinant ranking examination. KPSEA is a competency-based transition assessment that feeds into a multi-input placement profile alongside SBA records and capstone projects. They share a national examination format but serve fundamentally different assessment purposes.
Misconception: “A child who does poorly in one term’s assessment has ruined their placement chances.” This is false. The CBC assessment system is designed to build a three-year profile, meaning that one poor term does not define a learner’s entire record. Strong performance in subsequent terms and years can strengthen the overall LPR profile. The system’s longitudinal nature is specifically intended to reduce the all-or-nothing consequences of single-point assessment failure.
Who Should Care About CBC Assessment Methods?
Parents need to understand how their child is being assessed so they can engage meaningfully with school reports, support learning at home appropriately, and advocate effectively for their child’s needs. Ask to see the LPR. Ask what the competency levels mean. Ask what the school is doing to address any areas of weakness.
Students should understand that every class activity, project, group work session, and practical exercise is potentially part of their formative assessment record. Consistent engagement across all 12 subjects throughout all three years of JSS builds the strongest possible LPR profile ahead of the JSEA.
Teachers carry the most critical responsibility in the CBC assessment system. The validity, reliability, and honesty of school-based assessment records depend entirely on teacher assessment practice. Professional integrity in LPR recording is not just a bureaucratic obligation — it is an ethical responsibility to every learner whose future depends on an accurate profile.
School administrators must ensure that adequate time, tools, and training are available for teachers to conduct assessment properly. Systems for internal moderation, LPR quality review, and parent communication about assessment must all be actively maintained.
Final Summary
CBC assessment methods in Kenya represent a fundamental reimagining of how learner achievement is measured, recorded, and used. By combining continuous formative assessment, structured summative evaluation, comprehensive school-based assessment records, and national examinations at key transition points, the CBC framework attempts to build a far more complete and fair picture of each learner than the single-examination model of 8-4-4 ever could.
The system has genuine strengths — breadth, fairness, early intervention capability, and recognition of diverse competencies. It also has real challenges — consistency gaps, teacher capacity constraints, administrative burden, and the ongoing risk of SBA inflation in a school-led recording system.
What matters most for every learner, parent, and teacher navigating the CBC assessment landscape in 2026 is this: understand how the system works, engage with it honestly and consistently, and remember that the goal of CBC assessment is not to rank children against each other. It is to build an evidence-based picture of what each child can do — and use that picture to place them where they are most likely to grow, succeed, and thrive.
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