Are All Head Start Classrooms Created Equal? Variation in Classroom Quality within Head Start Centers and Implications for Accountability Systems

Autor/inn/en	Sabol, Terri J.; Ross, Emily C.; Frost, Allison
Titel	Are All Head Start Classrooms Created Equal? Variation in Classroom Quality within Head Start Centers and Implications for Accountability Systems
Quelle	In: American Educational Research Journal, 57 (2020) 2, S.504-534 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219858920
Schlagwörter	Preschool Children; Federal Programs; Educational Quality; Accountability; Child Welfare; Correlation; Decision Making; School Readiness; Low Income; Classroom Environment; Standards; Child Development; Surveys; Rating Scales; Preschools; Outcomes of Education; Early Intervention; Head Start Family and Child Experiences Survey; Classroom Assessment Scoring System; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Quality of education; Bildungsqualität; Verantwortung; Kindeswohl; Korrelation; Decision-making; Entscheidungsfindung; Readiness for school; School ability; Schulreife; Niedriglohn; Klassenklima; Unterrichtsklima; Standard; Kindesentwicklung; Survey; Umfrage; Befragung; Rating-Skala; Lernleistung; Schulerfolg
Abstract	Most accountability policies monitor Head Start quality at the center level by selecting a subset of classrooms within a center to represent quality. This study explores variation in classroom quality in Head Start and implications for accountability systems and children's well-being. We find that one third to one half of the variation in quality was due to differences between classrooms within center and that 37% of centers would receive different accountability decisions depending on which classrooms were selected. Average center-level quality was not related to children's development. However, differences in within-center classroom instructional quality were related to children's academic and social skills. Findings suggest that accountability systems miss important variation in classroom quality within centers, which may lead to inaccurate high-stakes decisions. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01