NotesFAQContact Us
Search Tips
Back to results
ERIC Number: ED593276
Record Type: Non-Journal
Publication Date: 2015-Sep
Pages: 2
Abstractor: ERIC
Children's Pre-K Outcomes and Classroom Quality in Georgia's Pre-K Program: Findings from the 2013-2014 Evaluation Study. Executive Summary
Peisner-Feinberg, Ellen S.; Schaaf, Jennifer M.; Hildebrandt, Lisa M.; Pan, Yi
FPG Child Development Institute
This the executive summary of the 2013-2014 study which provided the baseline year for the longitudinal study. The study included observations of teaching practices in a random sample of 199 Georgia's Pre-K classrooms and assessments of the language, literacy, math, general knowledge, and behavior skills of a sample of 1,169 children attending these classrooms, including parallel assessments in English and Spanish of 139 dual-language learners (DLLs). Classroom/teacher characteristics were examined as predictors of the quality of classroom practices, while both classroom quality as well as child/family and classroom/teacher characteristics were examined as moderators of children's growth in skills. [To view the full report, see ED593274.]
FPG Child Development Institute. University of North Carolina, Publications Office, CB# 8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0857; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Bright from the Start: Georgia Department of Early Care and Learning
Authoring Institution: University of North Carolina at Chapel Hill, FPG Child Development Institute
Identifiers - Location: Georgia
Identifiers - Assessments and Surveys: Early Childhood Environment Rating Scale; Woodcock Johnson Tests of Achievement