Preschool Quality and Child Development: How Are Learning Gains Related to Program Ratings?

Autor/inn/en	Sussman, Joshua; Melnick, Hanna; Newton, Emily; Kriener-Althen, Kerry; Draney, Karen; Mangione, Peter; Gochyyev, Perman
Institution	Learning Policy Institute; WestEd
Titel	Preschool Quality and Child Development: How Are Learning Gains Related to Program Ratings?
Quelle	(2022), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Preschool Education; Educational Quality; Child Development; Achievement Gains; Educational Assessment; Program Evaluation; Preschool Children; Bilingual Students; Students with Disabilities; Ethnic Groups; Racial Differences; Social Development; Emotional Development; Literacy; Mathematics Achievement; California + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Quality of education; Bildungsqualität; Kindesentwicklung; Achievement gain; Leistungssteigerung; Education; assessment; Bewertungssystem; Programme evaluation; Programmevaluation; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ethnie; Rassenunterschied; Soziale Entwicklung; Gefühlsbildung; Alphabetisierung; Schreib- und Lesefähigkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kalifornien
Abstract	This study investigates the relationships between preschool quality and children's learning and development from fall to spring of 1 school year through the analysis of child- and program-level data from approximately 70,000 children, ranging in age from 4.5 to 5.5 years old, in 1,700 Quality Counts California (QCC) rated preschool programs, the majority of which were center-based California State Preschool Programs. Learning and development was assessed using children's fall and spring scores on three domains of the Desired Results Developmental Profile, a developmental assessment administered by children's classroom teachers. The authors used multiple regression models to estimate the additional months of learning and development associated with attending a higher-rated program (Tier 4 or Tier 5) above and beyond the months of learning and development projected for a child attending a program rated Tier 3. The relatively small number of programs rated Tiers 1 and 2 were excluded from the analysis. The study suggests that attending a higher-quality-rated program is associated with greater learning and development than attending a lower-quality-rated program. [This report was co-produced by the Berkeley Evaluation and Assessment Research (BEAR) Center at the University of California, Berkeley, with additional support from the California Department of Social Services.] (ERIC).
Anmerkungen	Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01