An Empirically-Based Statewide System for Identifying Quality Pre-Kindergarten Programs

Autor/inn/en	Williams, Jeffrey M.; Landry, Susan H.; Anthony, Jason L.; Swank, Paul R.; Crawford, April D.
Titel	An Empirically-Based Statewide System for Identifying Quality Pre-Kindergarten Programs
Quelle	In: Education Policy Analysis Archives, 20 (2012) 17, (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	School Readiness; Kindergarten; Emergent Literacy; Early Childhood Education; State Programs; Educational Quality; Access to Information; Preschool Education; Longitudinal Studies; Young Children; Literacy Education; Professional Development; Predictor Variables; Outcomes of Education; Quality Control; Teacher Surveys; Teaching Methods; Institutional Characteristics; Texas + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Frühleseunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Regierungsprogramm; Quality of education; Bildungsqualität; Pre-school education; Vorschulerziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Frühe Kindheit; Prädiktor; Lernleistung; Schulerfolg; Qualitätskontrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study presents an empirically-based statewide system that links information about pre-kindergarten programs with children's school readiness scores to certify pre-kindergarten classrooms as promoting school readiness. Over 8,000 children from 1,255 pre-kindergarten classrooms were followed longitudinally for one year. Pre-kindergarten quality indicators of intentional instruction, an early literacy focus, and professional development were key predictors of kindergarten outcomes. A latent profile analysis identified pre-kindergarten classrooms that were high on pre-kindergarten quality indicators and high on kindergarten outcomes (67.3%), low on pre-kindergarten quality and kindergarten outcomes (21.3%), or low on quality but high on outcomes (11.4%). The last group of classrooms was likely to serve middle-class children and not use the state program model. This project demonstrates how a scientific approach can inform stakeholders and parents about the effectiveness of early childhood programs. (Contains 2 footnotes and 7 tables.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10