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![]() The Classroom Assessment Scoring System (CLASS) 2014-2015 Program Assessment Results by Site.2015-2016 Program Assessment Results by Site.2015-2016 Program Assessment Results Summary.2016-2017 Program Assessment Results by Site.2016-2017 Program Assessment Results Summary.2017-2018 Program Assessment Results by Site.2017-2018 Program Assessment Results Summary.2018-2019 Program Assessment Results by Site.2018-2019 Program Assessment Results Summary.2019-2020 Program Assessment Results by Site.2019-2020 Program Assessment Results Summary.Any future results posted for years after the 2019-2020 school year will be based on ECERS-3. All results through that year are based on the ECERS-R. The ECERS-R tool was used by the DECE through the 2019 - 2020 school year. Both tools are grounded in research about the essential supports for promoting children’s achievement. The NYCDOE uses the Classroom Assessment Scoring System (CLASS) and the Early Childhood Environmental Ratings Scale – Revised (ECERS-3) tools to understand the extent to which 3-K for All and Pre-K for All programs are successful at reaching those high-quality standards that support student development and learning across all five domains of the New York State Prekindergarten Foundation for the Common Core (PKFCC). Thus, rating systems that combined all those measures also had a weaker and less consistent connection to child outcomes, the study showed.The Early Childhood Framework for Quality (EFQ) describes key practices and structures that are essential in high-quality early childhood programs to prepare children for success, many of which are related to early learning environments at a program and the interactions between teaching staff and children. Teacher qualifications, class size, and family partnerships had a weaker and sometimes inconsistent connection. (CLASS has been adopted in the past few years by Head Start as a method of evaluating preschool quality.)Īfter linking outcomes to the evaluation measures, researchers found that teacher interactions had the highest connection to student learning, followed by learning environment. The researchers also created an additional measure, teacher-child interactions, which was evaluated through the Classroom Assessment Scoring System, or CLASS. All of the states measured preschools on staff qualifications, staff-child ratio and group size, family partnerships, and learning environments. Researchers tried to replicate, as closely as possible, the scoring algorithms that states use in their QRIS rankings. (A snapshot of those studies’ findings contain a wealth of information about pre-K programs.) Together, the two studies provide detailed information on prekindergarten teachers, children, and classrooms in 11 states, collected between 20. Multi-State Study of Pre-Kindergarten that included six states, and the Statewide Early Education Programs Study that included five states. The study used data collected in two studies conducted by the National Center for Early Development and Learning: the “There’s something really appealing about having these five-star systems, but that comes at a cost because those stars don’t mean a lot for child outcomes.” “My biggest takeaway is that states need to simplify their rating systems,” Sabol said in an interview. Sabol, a postdoctoral fellow at the Institute for Policy Research at Northwestern University in Evanston, Ill., and the study’s lead author. Nearly every state has, or is developing, a QRIS.īut those systems may draw in so many elements that the resulting ranking may end up with a distant connection to teacher-child interactions, which are known to be a strong predictor of how well children do in preschool and afterwards, said Terri J. The federal investment in the Race to the Top Early Learning Challenge grants, as well as funding from states and foundations, have prompted widespread adoption of these systems, which Education Week explored in an June article. Researchers wanted to study the connection of student learning to Quality Rating and Improvement Systems, which have been created as a way to evaluate preschools and share those rankings with the public. Preschools that are highly ranked by state evaluation systems produce outcomes for children that are not significantly better than lower-ranked programs because those systems may be including too many indicators, according to a study released this month in the journal Science. ![]()
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