Notes FAQ Contact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ982697
Record Type: Journal
Publication Date: 2012-Jun-20
Pages: 36
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-1068-2341
An Empirically-Based Statewide System for Identifying Quality Pre-Kindergarten Programs
Williams, Jeffrey M.; Landry, Susan H.; Anthony, Jason L.; Swank, Paul R.; Crawford, April D.
Education Policy Analysis Archives, v20 n17 Jun 2012
This study presents an empirically-based statewide system that links information about pre-kindergarten programs with children's school readiness scores to certify pre-kindergarten classrooms as promoting school readiness. Over 8,000 children from 1,255 pre-kindergarten classrooms were followed longitudinally for one year. Pre-kindergarten quality indicators of intentional instruction, an early literacy focus, and professional development were key predictors of kindergarten outcomes. A latent profile analysis identified pre-kindergarten classrooms that were high on pre-kindergarten quality indicators and high on kindergarten outcomes (67.3%), low on pre-kindergarten quality and kindergarten outcomes (21.3%), or low on quality but high on outcomes (11.4%). The last group of classrooms was likely to serve middle-class children and not use the state program model. This project demonstrates how a scientific approach can inform stakeholders and parents about the effectiveness of early childhood programs. (Contains 2 footnotes and 7 tables.)
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Texas