Assessing Contexts, Not Children: Working Towards Early Educational Equity by Prioritizing Agentic Learning Experiences Over Control

United States policymakers and education leaders continue to assess young children as if their learning contexts are neutral and harmless. This article draws upon examples from the multi-sited Civic Action and Young Children study to show why contexts that actively refuse deficit, racist thinking and support agency have the best chance of showing children's diverse ranges of skills and knowledge and so should be the focus of assessment.