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EJ982697 - An Empirically-Based Statewide System for Identifying Quality Pre-Kindergarten Programs

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ERIC #:	EJ982697
Title:	An Empirically-Based Statewide System for Identifying Quality Pre-Kindergarten Programs
Authors:	Williams, Jeffrey M.; Landry, Susan H.; Anthony, Jason L.; Swank, Paul R.; Crawford, April D.
Descriptors:	School Readiness; Kindergarten; Emergent Literacy; Early Childhood Education; State Programs; Educational Quality; Access to Information; Preschool Education; Longitudinal Studies; Young Children; Literacy Education; Professional Development; Predictor Variables; Outcomes of Education; Quality Control; Teacher Surveys; Teaching Methods; Institutional Characteristics
Source:	Education Policy Analysis Archives, v20 n17 Jun 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	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 Date:	2012-06-20
Pages:	36
Pub Types:	Journal Articles; Reports - Research
Abstract:	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.)
Abstractor:	As Provided
Reference Count:	47

Note:	N/A
Identifiers:	Texas
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1068-2341
Audiences:	N/A
Languages:	English
Education Level:	Early Childhood Education; Kindergarten; Preschool Education
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