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ERIC Number: EJ1006760
Record Type: Journal
Publication Date: 2013-Jan
Pages: 15
Abstractor: As Provided
Reference Count: 78
ISSN: ISSN-0012-1649
An Assessment of the Validity of the ECERS-R with Implications for Measures of Child Care Quality and Relations to Child Development
Gordon, Rachel A.; Fujimoto, Ken; Kaestner, Robert; Korenman, Sanders; Abner, Kristin
Developmental Psychology, v49 n1 p146-160 Jan 2013
The Early Childhood Environment Rating Scale-Revised (ECERS-R) is widely used to associate child care quality with child development, but its validity for this purpose is not well established. We examined the validity of the ECERS-R using the multidimensional Rasch partial credit model (PCM), factor analyses, and regression analyses with data from the Early Childhood Longitudinal Study Birth Cohort. The PCM identified rating category disordering, indicating previously unrecognized problems with the scale's response process validity. Factor analyses identified neither a single factor nor the ECERS-R six subscales, replicating prior research regarding the scale's structural validity. Criterion validity results were mixed, with small effect sizes for regressions predicting child outcomes and moderate effect sizes for regressions predicting teacher-reported quality. Our results lend empirical support to recent critiques of the ECERS-R, and we discuss implications for its future use and for the development of future measures. (Contains 5 tables, 1 figure and 6 footnotes.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Environment Rating Scale; Early Childhood Longitudinal Survey
IES Funded: Yes
Grant or Contract Numbers: R305A090065