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Lessons learned from conducting virtual Pre-K CLASS observations in centers and family child care homes during the COVID-19 pandemic


To explore the practicality of conducting virtual pre-K observations, Mathematica, in partnership with Oregon’s Early Learning Division, and with support from the Bill & Melinda Gates Foundation, conducted a pilot study of virtual observations using the Pre-K Classroom Assessment Scoring System (Pre-K CLASS) in Oregon during the 2021–2022 program year. Based on these observations, we describe recommendations for researchers and state agency staff considering whether and how to conduct virtual pre-K classroom observations. In-person observations have traditionally been the standard approach to classroom observations. In these scenarios, one or two observers go into the classroom to measure aspects of the classroom environment. However, conducting virtual classroom observations for research, monitoring, and quality improvement might be a more efficient approach to observations. Virtual observations reduce travel time and offer more flexibility for scheduling and hiring the staff needed to conduct the observation. (author abstract)

Resource Type:
Reports & Papers
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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