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ERIC Number: ED524673
Record Type: Non-Journal
Publication Date: 2009
Pages: 13
Abstractor: ERIC
Reference Count: 23
ISBN: N/A
ISSN: N/A
An Empirically Based Statewide System for Identifying Quality Pre-Kindergarten Programs
Williams, Jeffrey M.; Landry, Susan H.; Anthony, Jason L.; Swank, Paul R.
Society for Research on Educational Effectiveness
The primary study objective was to develop a statewide system that made use of information about the pre-kindergarten program in combination with kindergarten reading and social outcome measures in order to inform parents about the ability of early childhood programs to prepare children for formal schooling. In order to carry out this objective, multiple steps were undertaken including: 1) development of a web-based application system for pre-kindergarten programs, 2) tracking children from pre-kindergarten programs into kindergarten classrooms across Texas, 3) collection of screening data managed by school districts, and 4) determination of certification criteria that considers both quality of preschool programming and children's school readiness scores. The setting included 1,225 preschool classrooms, housed in 538 preschools that were spread across Texas. Results of the latent class analyses showed that three constructs in the pre-kindergarten environment provided the best information for discriminating classrooms into distinct groups. These indicators were: 1) the teacher professional development; 2) teacher intentional instructional approaches that promote achievement; and 3) literacy oriented instructional activities especially early writing activities. Together these aspects of the pre-kindergarten environment discriminated those classrooms whose children had higher vs. lower early kindergarten social and reading outcomes. These findings have important implications for the debate concerning whether the incorporation of intentional cognitive activities compromise social development. They suggest that classrooms that provide planful cognitive activities such as early literacy carried out in intentional ways may also promote children's social competence. At the very least, it demonstrates that classrooms can incorporate practices that promote both social and cognitive competence. (Contains 4 tables and 2 figures.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Texas