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Classroom Assessment Scoring System Pre-K
Resource Type:
Instruments
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.
The Classroom Assessment Scoring System: Findings from the prekindergarten year
Standardized classroom observations from pre-k to third grade: A mechanism for improving quality classroom experiences during the p-3 years
Pre-kindergarten in eleven states: NCEDL's Multi-State Study of Pre-Kindergarten and study of State-Wide Early Education Programs (SWEEP): Preliminary descriptive report
Educational effectiveness of a Vygotskian approach to preschool education: A randomized trial
Are teachers' education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten?
Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interaction?
Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics
Classroom quality and time allocation in Tulsa's early childhood programs
Stability and change in early childhood classroom interactions during the first two hours of a day
Implementation quality: Lessons learned in the context of the Head Start REDI trial
Ready to learn?: Children's pre-academic achievement in pre-kindergarten programs
Quality in early childhood care and education settings: A compendium of measures
Pre-kindergarten teachers' use of transition practices and children's adjustment to kindergarten
Quality of language and literacy instruction in preschool classrooms serving at-risk pupils
Preschool programs can boost school readiness
Educational effects of the Tools of the Mind curriculum: A randomized trial
Prepared to learn: The nature and quality of early care and education for preschool-age children in California
Formal education, credential, or both: Early childhood program classroom practices
Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms
How do linguistically diverse students fare in full- and half-day kindergarten?: Examining academic achievement, instructional quality, and attendance
Project Early Kindergarten-Early Reading First: Evaluation report on the second year of a Saint Paul Public Schools initiative
The relations of observed pre-k classroom quality profiles to children's achievement and social competence
Teachers' perceptions of conflict with young students: Looking beyond problem behaviors
Peer effects on children?s language achievement during pre-kindergarten
The Chicago Program Evaluation Project: A picture of early childhood programs, teachers, and preschool-age children in Chicago: Final external report
Comparing universal and targeted prekindergarten programs
Supporting online material for: Preschool programs can boost school readiness
Evaluation of the North Carolina More at Four pre-kindergarten program: Performance and progress in the seventh year (2007-2008): Year 7 report (July 1, 2007-June 30, 2008)
Promoting diversity in early child care and education
Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers' language and literacy growth
Inside the pre-kindergarten door: Classroom climate and instructional time allocation in Tulsa's pre-k programs
The impact of early learning partnerships: Indicators of progress for Pre-K Counts in Pennsylvania: A descriptive study of child and program outcomes: 2005-2007
Sense of school community for preschool teachers serving at-risk children
Quality in kindergarten classrooms: Observational evidence for the need to increase children?s learning opportunities in early education classrooms
Inside the pre-kindergarten door: Classroom climate and instructional time allocation in Tulsa's pre-K programs
Evaluation of Preschool for All: Implementation in San Mateo and San Francisco counties: Year 2 report
Understanding and improving classroom emotional climate and behavior management in the ?real world?: The role of Head Start teachers' psychosocial stressors
Home-school differences in beliefs, support, and control during public pre-kindergarten and their link to children's kindergarten readiness
Relations among preschool teachers' self-efficacy, classroom quality, and children's language and literacy gains
Georgia study of early care and education: Findings from Georgia's pre-k program
Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs
A validation of the Classroom Assessment Scoring System in Finnish kindergartens
Evaluation of Preschool for All implementation in San Mateo and San Francisco Counties: 2008 San Francisco PFA classroom observations: Findings from the pilot test of the Language Interaction Snapshot (LISn)
The efficacy of emotional and instructional support (EIS) training and consultation on Head Start teacher-child interactions
Children's classroom engagement and school readiness gains in prekindergarten
Quality in early childhood care and education settings: A compendium of measures
Classroom Assessment Scoring System: Toddler Version
Understanding quality in context: Child care centers, communities, markets, and public policy
Emotionally competent caregiving: Relations among teacher-child interaction patterns, teachers? beliefs about emotions, and children?s emotional competence
Boston Quality Inventory 2010: Community early care and education programs
ACF/OPRE report: Head Start children go to kindergarten
Dosage effects on school readiness: Evidence from a randomized classroom-based intervention
CSRP's impact on low-income preschoolers' preacademic skills: Self-regulation as a mediating mechanism
Bright Futures Early Reading First: Year three summary evaluation report
Assessment of quality preschool programming
ACF-OPRE report: A year in Head Start: Children, families and programs
Evaluation of the First 5 LA Family Literacy Initiative: Final phase I report
Evaluation of the First 5 LA Family Literacy Initiative: Year 5/6 report
The Foundations of Learning demonstration: Making preschool more productive: How classroom management training can help teachers
The effectiveness of a program to accelerate vocabulary development in kindergarten (VOCAB): Kindergarten final evaluation report
Crystal Stairs, Inc. License Exempt Assistance Project "Community Pre-K" evaluation report: Year 1 (2007-2008)
Does intensity matter?: Preschoolers' print knowledge development within a classroom-based intervention
Instructional support predicts children's task avoidance in kindergarten
Predicting acceptance of diversity in pre-kindergarten classrooms
Social-emotional development, school readiness, teacher-child interactions, and classroom environment
Evaluation of Preschool for All (PFA) implementation in San Francisco County: Year 5 report
Goodness of fit between children and classrooms: Effects of child temperament and preschool classroom quality on achievement trajectories
Seeds to Success modified field test year two preliminary descriptive report
Seeds to Success field test year two: Final technical report
Educare implementation study findings--August 2012
Unpacking an effective language and literacy coaching intervention in Head Start: Following teachers' learning over two years of training
Can coaches be good raters of teacher-child interactions in early childhood settings?
Evaluation of professional development for child care providers in California: The role of the California Resource and Referral Agencies and the California Child Care Initiative Project
Early childhood teachers' well-being, mindfulness, and self-compassion in relation to classroom quality and attitudes towards challenging students
A course on effective teacher-child interactions: Effects on teacher beliefs, knowledge, and observed practice
Evaluation of the early childhood school readiness demonstration projects and School Readiness Certification System
CLASS reliability training as professional development for preschool teachers
A standardized tool for assessing the quality of classroom-based shared reading: Systematic Assessment of Book Reading (SABR)
Will public pre-K really close achievement gaps?: Gaps in prekindergarten quality between students and across states
The relations between structural quality and process quality in European early childhood education are care provisions: Secondary analyses of large scale studies in five countries
Annual evaluation report: Clayton Educare: 2009-10 school year
Assistant teachers in Head Start classrooms: Comparing to and working with lead teachers
Morning message time: An exploratory study in Head Start
The role of context in preschool learning: A multilevel examination of the contribution of context-specific problem behaviors and classroom process quality to low-income children's approaches to learning
Classroom-based interventions and teachers' perceived job stressors and confidence: Evidence from a randomized trial in Head Start settings
Exploring factors related to preschool teachers' self-efficacy
Preschoolers' attachment to mother and risk for adjustment problems in kindergarten: Can teachers make a difference?
Evaluation findings from Georgia's 2010 pre-k summer transition program
Early care and education for children in immigrant families
Preschoolers' emergent literacy skills: The mediating role of maternal reading beliefs
How would programs rate under California's proposed quality rating and improvement system?: Evidence from statewide and county data on early care and education program quality
MELF kindergarten follow up: Preliminary report
We look more, listen more, notice more: Impact of sustained professional development on Head Start teachers' inquiry-based and culturally-relevant science teaching practices
Rochester Early Childhood Assessment Partnership: 2010-2011 fourteenth annual report
Promising results: Educare implementation study data--June 2012
Ethnic differences in social-emotional development in preschool: The impact of teacher child relationships and classroom quality
Math instruction in child-care centres: Prevalence and predictors of early mathematics instruction in child care settings
Child Development Education Pilot Program (CDEPP): 2009-10 student and classroom assessment report
Project Early Kindergarten-Early Reading First: Final evaluation report on a Saint Paul Public Schools initiative
Teachers' emotional support consistency predicts children's achievement gains and social skills
Instructional practices in Los Angeles Universal Preschool: Final report
Impact of curriculum training on state-funded prekindergarten teachers' knowledge, beliefs, and practices
Effects of transitional bilingual education on Spanish-speaking preschoolers' literacy and language development: Year 2 results
Head Start Teacher Effectiveness Consortium brief: Center on Mentoring for Effective Teaching (COMET): A university-community applied research collaborative in Appalachia: (Early Childhood Partnerships, University of Pittsburgh): Funded 2008 through 2012
The Pennsylvania CLASS pilot
Academic performance of subsequent schools and impacts of early interventions: Evidence from a randomized controlled trial in Head Start settings
Evaluation of the First 5 LA Family Literacy Initiative: Final evaluation report
Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners
Improving Latino children's early language and literacy development: Key features of early childhood education within family literacy programmes
Depression, control, and climate: An examination of factors impacting teaching quality in preschool classrooms
Effects of MyTeachingPartner--Math/Science on teacher-child interactions in prekindergarten classrooms
"My teacher helps me": Assessing teacher-child relationships from the child's perspective
Understanding preschool teachers' emotional support as a function of center climate
Invest Early, early childhood initiative: Year 9 evaluation summary
Engagement and emergent literacy practices in Swedish preschools
Opening the black box: Intervention fidelity in a randomized trial of a preschool teacher professional development program
Exploring teachers' depressive symptoms, interaction quality, and children's social-emotional development in Head Start
Testing for quality thresholds and features in early care and education
Methods of analysis and overall mathematics teaching quality in at-risk prekindergarten classrooms
The impacts of a scalable intervention on the language and literacy development of rural pre-kindergartners
Predicting growth trajectories in early academic learning: Evidence from growth curve modeling with Head Start children
Preschool teachers' professional background, process quality, and job attitudes: A person-centered approach
Unpacking intervention effects: Teacher responsiveness as a mediator of perceived intervention quality and change in teaching practice
BPS K1DS: Piloting the Boston Public Schools' prekindergarten model in community-based organizations: Final report
Temperament and teacher-child conflict in preschool: The moderating roles of classroom instructional and emotional support
Profiles of kindergarten classroom and elementary school contexts: Associations with the first-grade outcomes of children transitioning from Head Start
What preschool classroom experiences are associated with whether children improve in visuomotor integration?
Early childhood mental health consultation: Results of a statewide random-controlled evaluation
Preschool teachers' financial well-being and work time supports: Associations with children's emotional expressions and behaviors in classrooms
Evaluation of Delaware Stars for Early Success: Final report
Tracking quality in Head Start classrooms: FACES 2006 to FACES 2014: Technical report
Classroom and teacher support in kindergarten: Associations with the behavioral and academic adjustment of low-income students
Rochester Early Childhood Assessment Partnership: 2011-2012 fifteenth annual report
The characteristics and quality of pre-school education in Spain
Evaluation of Parent Aware: Minnesota's quality rating and improvement system pilot: Final evaluation report
Hellos and how are yous: Predictors and correlates of communication between staff and families during morning drop-off in child care centers
Rater calibration when observational assessment occurs at large scale: Degree of calibration and characteristics of raters associated with calibration
Quality and characteristics of the North Carolina Pre-Kindergarten Program: 2011-2012 statewide evaluation
Illinois Preschool for All (PFA) program evaluation
Classroom emotional support predicts differences in preschool children's cortisol and alpha-amylase levels
Denver Preschool Program: Report on child outcomes: 2010-11 school year
Preschool and school readiness: Experiences of children with non-English-speaking parents
A multilevel model of child- and classroom-level psychosocial factors that support language and literacy resilience of children in Head Start
Evaluation of the North Carolina More at Four Pre-kindergarten Program: Year 8 report (July 1, 2008-June 30, 2009): A look across time at children's outcomes and classroom quality from pre-k through kindergarten
Using classroom management to improve preschoolers' social and emotional skills: Final impact and implementation findings from the Foundations of Learning demonstration in Newark and Chicago
Fostering high-quality teaching with an enriched curriculum and professional development support: The Head Start REDI program
Project Early Kindergarten evaluation: Results through 2010-11 of a Saint Paul Public Schools initiative
Project Early Kindergarten evaluation: Results of a longitudinal study of a Saint Paul Public Schools initiative, 2005-06 through 2011-12
Children's attendance rates and quality of teacher-child interactions in at-risk preschool classrooms: Contribution to children's expressive language growth
Children's growth and classroom experiences in Georgia's Pre-K Program: Findings from the 2011-2012 evaluation study
Reducing the Matthew effect: Lessons from the ExCELL Head Start intervention
Effectiveness of a program to accelerate vocabulary development in kindergarten (VOCAB): First grade follow-up impact report and exploratory analyses of kindergarten impacts
Kindergarten teachers adjust their teaching practices in accordance with children's academic pre-skills
A multi-instrument examination of preschool classroom quality and the relationship between program, classroom, and teacher characteristics
Child outcomes and classroom quality in FACES 2009
Instructional practices that support ELL children in Los Angeles Universal Preschool classrooms
Can rating pre-K programs predict children's learning?
Relations among teachers' emotion socialization beliefs and practices and preschoolers' emotional competence
Unpacking the black box of the Chicago School Readiness Project intervention: The mediating roles of teacher-child relationship quality and self-regulation
Caregiver-child verbal interactions in child care: A buffer against poor language outcomes when maternal language input is less
Report to Congress on dual language learners in Head Start and Early Head Start programs
Emergent literacy profiles among prekindergarten children from low-ses backgrounds: Longitudinal considerations
Vocabulary learning in Head Start: Nature and extent of classroom instruction and its contributions to children's learning
Mathematics instruction in Head Start: Nature, extent, and contributions to children's learning
Social competence among 6-year-old children and classroom instructional support and teacher stress
Research brief: Evaluating Preschool for All quality
Denver Preschool Program: Report on child outcomes: 2011-12 school year
Evidence for general and domain-specific elements of teacher-child interactions: Associations with preschool children's development
Formative evaluation of full-day Head Start prekindergarten program in Montgomery County Public Schools
Is a response to intervention (RTI) approach to preschool language and early literacy instruction needed?
The quality of early childhood education and care services in Australia
Thresholds in the association between child care quality and child outcomes in rural preschool children
Universal and targeted pre-kindergarten programmes: A comparison of classroom characteristics and child outcomes
Does a preschool social and emotional learning intervention pay off for classroom instruction and children's behavior and academic skills?: Evidence from the Foundations of Learning project
Framing quality: Annotated video-based portfolios of classroom practice by pre-service teachers
High-quality preschool: The socioeconomic composition of preschool classrooms and children's learning
Sustaining high-quality teaching and evidence-based curricula: Follow-up assessment of teachers in the REDI project
"I have to rest all the time because you are not allowed to play": Exploring children's perceptions of autonomy during sleep-time in long day care services
Denver Preschool Program: Report on child outcomes: 2013-14 school year
Classroom age composition and vocabulary development among at-risk preschoolers
Evaluation of the Stretch to Kindergarten program: 2012: Findings: Draft report
At-scale, state-sponsored language and literacy professional development: Impacts on early childhood classroom practices and children's outcomes
Results from the Quality Early Childhood Training Program
How do caregivers select preschools?: A study of children with and without disabilities
Children's outcomes through first grade: Findings from year 3 of Georgia's Pre-K Longitudinal Study
Rural families' use of multiple child care arrangements from 6 to 58 months and children's kindergarten behavioral and academic outcomes
Effects of an early childhood educator coaching intervention on preschoolers: The role of classroom age composition
Head Start classroom features and language and literacy growth among children with diverse language backgrounds
Burnout and teacher–child interactions: The moderating influence of SEL interventions in Head Start classrooms
Improving preschool education with curriculum enhancements and professional development: The Head Start REDI intervention model
Continuity and changes in classroom age composition and achievement in Head Start
Systemwide changes in the quality of early childhood education: Trends in Louisiana from 2015-16 to 2018-19
What makes a great preschool teacher?: Best practices and classroom quality in an urban early childhood setting
Classroom quality at pre-kindergarten and kindergarten and children's social skills and behavior problems
Quality First: Arizona's early learning quality improvement and rating system implementation and validation study
Construyendo en la fuerza: Approaches to learning and school readiness gains in Latino children served by Head Start
First 5 San Joaquin Raising Quality! IMPACT: Evaluation newsletter
Evaluation of the Stretch to Kindergarten program: 2012: Findings: Final report
A mixed-method examination of preschool teacher beliefs about social-emotional learning and relations to observed emotional support
Making Pre-K Count: Improving math instruction in New York City
Examining variation in the quality of instructional interaction across teacher-directed activities in Head Start classrooms
Evaluation findings from Georgia's 2015 Rising Pre-Kindergarten Summer Transition Program
Teacher-child interactions and children's cognitive and social skills in Chinese preschool classrooms
Developmental trajectories of children's social competence in early childhood: The role of the externalizing behaviors of their preschool peers
Evaluation findings from Georgia's 2014 Rising Kindergarten and Rising Pre-Kindergarten Summer Transition Programs
The relationship between classroom quality-related variables and engagement levels in Swedish preschool classrooms: A longitudinal study
Academic development of Head Start children: Role of dual language learning status
The relationship between internal teacher profiles and the quality of teacher-child interactions in prekindergarten
Early Learning Performance Funding Project: Year 3 evaluation 2016-2017 final report
Paths to QUALITY Evaluation -- Phase 2: Final report to the Indiana Office of Early Childhood and Out of School Learning Family and Social Services Administration
Assessing classroom quality for Latino dual language learners in Head Start: DLL-specific and general teacher-child interaction perspectives
Quality of the literacy environment in inclusive early childhood special education classrooms
Highlights from the evaluation of Georgia's 2014 Rising Kindergarten and Rising Pre-Kindergarten Summer Transition Programs
The state of pre-k in the District of Columbia: 2014 pre-k report
Classroom age composition and preschoolers' school readiness: The implications of classroom quality and teacher qualifications
Are parents' ratings and satisfaction with preschools related to program features?
The importance of teachers' language and children's vocabulary to early academic skills
Comparisons among quality measures in child care settings: Understanding the use of multiple measures in North Carolina's QRIS and their links to social-emotional development in preschool children
Impact findings from the Head Start CARES demonstration: National evaluation of three approaches to improving preschoolers' social and emotional competence
Teacher-child racial/ethnic match within pre-kindergarten classrooms and children's early school adjustment
Fidelity of implementation, teacher perceptions and child outcomes of a literacy curriculum in a Head Start program: A mixed methods study
Maryland EXCELS validation study: January 1, 2014 - June 30, 2016
A demonstration of the universal problem-solving approach to address children's inappropriate behavior in Head Start classrooms
A pilot study on the effects of a supplemental trauma intervention within a Head Start preschool program
Wordless picture books boost preschoolers' language production during shared reading
Building a unified system for universal Pre-K: The case of New York City
Preschool boys of color: Portraits of the population served by Head Start
Enrollment in public-prekindergarten and school readiness skills at kindergarten entry: Differential associations by home language, income, and program characteristics
Emotion-based preventive intervention: Effectively promoting emotion knowledge and adaptive behavior among at-risk preschoolers
Learning-related social skills as a mediator between teacher instruction and child achievement in Head Start
The Ounce PDI Study: Development evaluation of a job-embedded professional development initiative for early childhood professionals
Invest Early, early childhood initiative: Year 11 evaluation summary
Preschool teachers’ emotional exhaustion in relation to classroom instruction and teacher-child interactions
Examining the role of preschool classrooms’ behavioral composition as a predictor of the quality of teacher–child interactions
Variation in the effectiveness of instructional interactions across preschool classroom settings and learning activities
Boston Quality Inventory 2013: Community early care and education programs
CareerAdvance Outcomes Study: Year 1 report: September 30, 2010-September 29, 2011
CAP Family Life Study: Year 2 report: September 30, 2011-September 29, 2012
Pre-K 4 SA evaluation report: Year 2
Coaching practices and quality outcomes evaluation report, 2014-15
Using I am Moving, I am Learning to increase quality instruction in Head Start classrooms
Early childhood educators' self-efficacy in science, math, and literacy instruction and science practice in the classroom
Organizing early education for improvement: Testing a new survey tool
The relation between teachers’ positive behavior support and language support
Children's behavioral adjustment in pre-primary schools in Tanzania: A multilevel approach
Teacher-child interactions and the development of executive function in preschool-age children attending Head Start
Classifying trajectories of social-emotional difficulties through elementary school: Impacts of the Chicago School Readiness Project
Validation of the Early Childhood Teacher Experiences Scale in Head Start
Head Start and the intensification of teaching in early childhood education
Assessing Indiana's early education classrooms: Final report
Final report on Early Reading First from the Wellesley Centers for Women at Wellesley College
Dose-response relations between preschool teachers' exposure to components of professional development and increases in quality of their interactions with children
Child care instability from 6 to 36 months and the social adjustment of children in prekindergarten
Children's kindergarten outcomes and program quality in the North Carolina Pre-Kindergarten Program: 2013-2014 statewide evaluation
Improving school readiness: A multi-systemic examination of early childhood education
Looking at classroom and program quality through multiple lenses: Lessons from the Universal Preschool Child Outcomes Study
Intervention fidelity of Getting Ready for School: Associations with classroom and teacher characteristics and preschooler's school readiness skills
Research on curricular development for pre-kindergarten mathematics and science
Behavioral exchanges between teachers and children over the course of a typical preschool day: Testing bidirectional associations
Preliminary psychometric properties of an observation system to assess teachers' use of effective behavior support strategies in preschool classrooms
The state of pre-k in the District of Columbia: 2016 pre-k report
Dosage effects on language, literacy, and general development for children enrolled in multiple early intervention programs: Head Start, pre-kindergarten, and Early Reading First
Live versus video observations: Comparing the reliability and validity of two methods of assessing classroom quality
Project Early Kindergarten-Early Reading First: Evaluation report on the third year of a Saint Paul Public Schools initiative
Early efficacy of multitiered dual-language instruction: Promoting preschoolers' Spanish and English oral language
"Practice what you preach": Teachers' perceptions of emotional competence and emotionally supportive classroom practices
Building vocabulary in two languages: An examination of Spanish-speaking dual language learners in Head Start
Effectiveness of large-scale, state-sponsored language and literacy professional development on early childhood educator outcomes
Observed classroom quality profiles of kindergarten classrooms in Finland
Can classroom emotional support enhance prosocial development among children with depressed caregivers?
Relating preschool class size to classroom quality and student achievement
Georgia's pre-k professional development evaluation: Final report
Invest Early, early childhood initiative: Year 10 evaluation summary
Low-income children in Head Start and beyond: Findings from FACES
Evaluation of Indiana's Early Education Matching Grant program: 2014-15
Inequality in preschool quality?: Community-level disparities in access to high-quality learning environments
Classroom interactions, dyadic teacher-child relationships, and self-regulation in socially disadvantaged young children
Quality rating and improvement systems: Secondary data analyses of psychometric properties of scale development
Year 2 report: Seattle pre-K program evaluation
Year 1 report: Seattle pre-K program evaluation
Are all Head Start Classrooms created equal?: Variation in classroom quality within Head Start centers and implications for accountability systems
To whom little is given, much is expected: ECE teacher stressors and supports as determinants of classroom quality
Teacher–child interaction quality buffers negative associations between challenging behaviors in preschool classroom contexts and language and literacy skills
Evaluating the implementation of the Pyramid Model for Promoting Social-Emotional Competence in early childhood classrooms
Understanding how children's engagement and teachers' interactions combine to predict school readiness
Understanding the active ingredients in an effective preschool vocabulary intervention: An exploratory study of teacher and child talk during book reading
Teacher-child interactions in Chile and their associations with prekindergarten outcomes
Report to Congress on Head Start monitoring: Fiscal year 2013
Quality Rating and Improvement Systems: Validation of a local implementation in LA County and children's school-readiness
Promoting student-teacher interactions: Exploring a peer coaching model for teachers in a preschool setting
Classroom quality and Chinese preschool children's approaches to learning
ExceleRate Illinois: Validation study report
Teacher engagement in core components of an effective, early childhood professional development course: Links to changes in teacher-child interactions
A comparison of workshop training versus intensive, experiential training for improving behavior support skills in early educators
Invest Early, early childhood initiative: Year 12 evaluation summary
Rochester Early Childhood Assessment Partnership: 2017-2018 twenty-first annual report
Classroom language contexts as predictors of Latinx preschool dual language learners' school readiness
A first look at the Head Start CARES demonstration: Large-scale implementation of programs to improve children's social-emotional competence
Circle time revisited: How do preschool classrooms use this part of the day?
Professional development supports and teacher practice in low-income pre-k programs
Measuring up: Strengthening Louisiana's early childhood accountability system
Children's outcomes through second grade: Findings from year 4 of Georgia's Pre-K Longitudinal Study
Exploring Head Start teacher and leader perceptions of the Pre-K Classroom Assessment Scoring System as a part of the Head Start Designation Renewal System
Dual language learning, inhibitory control, and math achievement in Head Start and kindergarten
Profiles of classroom engagement in Head Start children: Associations with academic readiness
Early childhood education in Nebraska public school district, Educational Service Unit and Head Start programs: 2016-2017 state report
Effects of distance coaching on teachers' use of Pyramid model practices: A pilot study
Key findings: Oakland Retrospective Study
The effects of teacher professional development on children's attendance in preschool
Evidence regarding the domains of the CLASS PreK in Head Start classrooms
'Almost everything we do includes inquiry': Fostering inquiry-based teaching and learning with preschool teachers
Examining pre-school classroom quality in a statewide quality rating and improvement system
Early academic achievement among American low-income Black students from immigrant and non-immigrant families
Child temperamental regulation and classroom quality in Head Start: Considering the role of cumulative economic risk
Do parents know "high quality" preschool when they see it?
Associations of home and classroom environments with Head Start children's code-related and oral language skills
Equity and institutions: Distributing preschool quality in New York City
Early implementation of the Head Start Designation Renewal System: Volume I
Peer play interactions and learning for low-income preschool children: The moderating role of classroom quality
Predictive role of classroom management in literacy development in preschool children at risk of EBD
Associations between preschoolers' social-emotional competence and preliteracy skills
Teachers' language in interactions: An exploratory examination of mental state talk in early childhood education classrooms
Will public pre-K really close achievement gaps?: Gaps in prekindergarten quality between students and across states
Relating early care and education quality to preschool outcomes: The same or different models for different outcomes?
Reflecting, coaching and mentoring to enhance teacher-child interactions in Head Start classrooms
A cross-lagged analysis of teacher-child language interactions and receptive vocabulary of non-ELL and ELL children
Who is likely to achieve kindergarten readiness in universal pre-kindergarten?: A predictive analytic model
Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content
Understanding links between work climate and early care and education classroom quality
Pre-K 4 SA evaluation report: Year 3
Dos metodos: Two classroom language models in Head Start
Impacts of Roots of Resilience professional development for early childhood teachers on young children’s protective factors
Transitional kindergarten in California: What do transitional kindergarten classrooms look like in the third year of the program's implementation?
Associations between early care and education teacher characteristics and observed classroom processes
Rochester Early Childhood Assessment Partnership: 2012-2013 fifteenth annual report
Evaluation of Rhode Island's BrightStars Child Care Center and Preschool Quality Framework
Stability of teaching staff in LAUP programs
Strategies to encourage mathematics learning in early childhood: Discussions and brainstorming promote stronger performance
Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes
Social and emotional learning services and child outcomes in third grade: Evidence from a cohort of Head Start participants
Alignment and misalignment of classroom experiences from Pre-K to kindergarten
Children's outcomes and program quality in the North Carolina Pre-Kindergarten Program: 2012-2013 statewide evaluation
Study of California's transitional kindergarten program: Report on the first year of implementation
A portrait of Head Start classrooms and programs: FACES spring 2017 data tables and study design
Null relations between CLASS scores and gains in children’s language, math, and executive function skills: A replication and extension study
Final report: Texas public prekindergarten class size and student-to-teacher ratio study
Early childhood teachers' stress and children's social, emotional, and behavioral functioning
Chronic absenteeism and preschool children's executive functioning skills development
The role of relational and instructional classroom supports in the language development of at-risk preschoolers
Denver Preschool Program: Report on child outcomes: 2012-13 school year
A typical morning in preschool: Observations of teacher-child interactions in German preschools
Profiles of teacher-child interactions in Chinese kindergarten classrooms and the associated teacher and program features
Early Learning Coalition of Duval report 2014-15: School readiness and CoachJAX!
Early parenting and the intergenerational transmission of self regulation and behavior problems in African American Head Start families
Implications of different methods for specifying classroom composition of externalizing behavior and its relationship to social-emotional outcomes
Thresholds in the association between quality of teacher-child interactions and preschool children's school readiness skills
Quality profiles in early childhood: An example from Virginia's quality rating improvement system
Are structural quality indicators associated with preschool process quality in China?: An exploration of threshold effects
Evaluation of Indiana's Early Education Matching Grant program: 2015-16
Measuring the quality of teacher-child interactions at scale: Comparing research-based and state observation approaches
Early Education Essentials: Validation of surveys measuring early education organizational conditions
New evidence on teacher turnover in early childhood
Teacher-child interaction quality moderates social risks associated with problem behavior in preschool classroom contexts
Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial
Improving teacher-child interactions: A randomized controlled trial of Making the Most of Classroom Interactions and My Teaching Partner professional development models
Examining self-regulation skills according to teacher-child interaction quality
Children's pre-k outcomes and classroom quality in Georgia's Pre-K Program: Findings from the 2013-2014 evaluation study
Independent evaluation of California's Race to the Top-Early Learning Challenge quality rating and improvement system: Cumulative technical report
Assessing quality of kindergarten classrooms in Singapore: Psychometric properties of the Early Childhood Environment Rating Scale--Revised
Oregon's quality rating improvement system (QRIS) validation study one: Associations with observed program quality
Exploring the predictable classroom: Preschool teacher stress, emotional supportiveness, and students' social-emotional behavior in private and Head Start classrooms
Rochester Early Childhood Assessment Partnership: 2013-2014 seventeenth annual report
A model for creating a supportive trauma-informed culture for children in preschool settings
Report to Congress on Head Start monitoring: Fiscal year 2014
Absenteeism in Head Start and children's academic learning
Understanding Banking Time implementation in a sample of preschool children who display early disruptive behaviors
The classroom relational environment and children's early development in preschool
The role of classroom-level child behavior problems in predicting preschool teacher stress and classroom emotional climate
Impact of video self-monitoring with graduated training on implementation of embedded instructional learning trials
Impacts of social-emotional curricula on three-year-olds: Exploratory findings from the Head Start CARES demonstration
Children's outcomes and classroom quality from pre-k through kindergarten: Findings from year 2 of Georgia's Pre-K Longitudinal Study
Linguistic environment of preschool classrooms: What dimensions support children's language growth?
Preschool classroom quality and social-emotional functioning: Findings across geographic regions
Higher-level instructional interaction in Head Start classrooms: Variation across teacher-directed activities and associations with school readiness outcomes
The literacy environment of preschool classrooms: Contributions to children's emergent literacy growth
Emotional support consistency and teacher-child relationships forecast social competence and problem behaviors in prekindergarten and kindergarten
Examining quality in two preschool settings: Publicly funded early childhood education and inclusive early childhood education classrooms
Early education of dual language learners: An efficacy study of the Nuestros Ninos School Readiness professional development program
VPI+ comprehensive evaluation annual report: Year 1 (2015-2016)
An empirical investigation of the dimensionality of the physical literacy environment in early childhood classrooms
Fiscal year 2017 pre-K report
School-readiness profiles of children with language impairment: Linkages to home and classroom experiences
Rochester Early Childhood Assessment Partnership: 2014-2015 eighteenth annual report
Is pre-K classroom quality associated with kindergarten and middle-school academic skills?
Associations between classroom quality and children's vocabulary and executive function skills in an urban public prekindergarten program
Peer effects in preschool classrooms: Is children's language growth associated with their classmates' skills?
Pre-K 4 SA evaluation report: Year 4
Increasing preschoolers vocabulary development through a streamlined teacher professional development intervention
Invest Early early childhood initiative: Year 8 evaluation summary
Assessing teachers' skills in detecting and identifying effective interactions in the classroom: Theory and measurement
Transitioning across systems: Head Start and elementary school coordination efforts to enhance low-income children's academic and social success in kindergarten
Language skills, behaviour problems, and classroom emotional support among preschool children from low-income families
Designing effective curricula and teacher professional development for early childhood mathematics and science
Relations between preschool teachers' language and gains in low income English language learners' and English speakers' vocabulary, early literacy and math skills
An evidence-based approach to professional development in Head Start classrooms
R2LP's Early Reading First 3 program: A summary of teacher observation and child assessment data, 2010-2013
A portrait of Head Start classrooms and programs in spring 2015: FACES 2014-2015 data tables and study design
Early childhood general and special educators: An examination of similarities and differences in beliefs, knowledge, and practice
Report to Congress on Head Start monitoring: Fiscal year 2012
Preschool expenditures and Chinese children's academic performance: The mediating effect of teacher-child interaction quality
Strengthening children's roots of resilience: Trauma-responsive early learning
Evaluation findings from Georgia's 2013 Rising Kindergarten and Rising Pre-Kindergarten Summer Transition Programs
A framework for trauma-sensitive schools: Infusing trauma-informed practices into early childhood education systems
Measuring preschool teachers' social-emotional practices: A comparison of two measures
Effects of professional development on preschool teachers’ use of embedded instruction practices
Variation in impacts of Tulsa pre-K on cognitive development in kindergarten: The role of instructional support
Annual evaluation report: Educare of Denver: 2012-13 school year
Applicability of the Classroom Assessment Scoring System in Chinese preschools based on psychometric evidence
Assessing and predicting small-group literacy instruction in early childhood classrooms
Low-income ethnically diverse children's engagement as a predictor of school readiness above preschool classroom quality
Targeting children's behavior problems in preschool classrooms: A cluster-randomized controlled trial
Descriptive data on Region XI Head Start children and families: AI/AN FACES Fall 2015-Spring 2016 data tables and study design
Year 3 report: Seattle pre-K program evaluation
Benefits of behavioral self-regulation in the context of high classroom quality for preschoolers' mathematics
Improving QRISs through the use of existing data: A virtual pilot of the California QRIS
A learning combination: Coaching with CLASS and the Project Approach
Year 1 Massachusetts Preschool Expansion Grant (PEG) evaluation report
Will public pre-K really close achievement gaps?: Gaps in prekindergarten quality between students and across states
Factor structure and validity of the Early Childhood Environment Rating Scale - Third Edition (ECERS-3)
Factors that determine preschool teacher self-efficacy in an urban school district
Simplifying quality rating systems in early childhood education
Exploring the use of a multiple-gating screening process to identify preschool-age children for multitiered instructional support
Finding rigor within a large-scale expansion of preschool to test impacts of a professional development program
The relation between classroom age composition and children’s language and behavioral outcomes: Examining peer effects
Reliability and validity of a measure of preschool teachers' attributions for disruptive behavior
The effects of a comprehensive early literacy project on preschoolers' language and literacy skills
Emotional climate and behavioral management during sleep time in early childhood education settings
Early Achievers standards validation study: Final report
Changing teacher-child dyadic interactions to improve preschool children's externalizing behaviors
Report on the federal Preschool Expansion Grant
Pre-K 4 SA evaluation report: Year 1
The evaluation of a three-tier model of positive behavior interventions and supports for preschoolers in Head Start
Mandatory naptimes in child care and children's nighttime sleep
Ohio's SUTQ: Validation study results
Early childhood educational experiences and preschool absenteeism
Longitudinal Study of Georgia’s Pre-K Program: Third grade report
Parent Aware: Minnesota's quality rating and improvement system: Initial validation report
Children's pre-k experiences and outcomes in the North Carolina pre-kindergarten program: 2014-2015 statewide evaluation
The state of pre-k in the District of Columbia: 2015 pre-k report
Teacher-child interactions in free choice and teacher-directed activity settings: Prediction to school readiness
Quality Rated Validation Study Report #4: Quality Rated star ratings and independent measures of quality, children's growth, and work climate
Validating Virginia's quality rating and improvement system among state-funded pre-kindergarten programs
Head Start, ECEAP & Early Achievers: Pilot project report and reciprocity plan
Healthy Futures: Year two evaluation report
Children's preschool classroom experiences and associations with early elementary special education referral
More than words: The relations between teacher-child interactions, classroom context, and Latino DLLs' school readiness
Head Start family and classroom supports for kindergarten achievement: FACES 2009 report
Virginia Preschool Initiative-Plus formative evaluation report: Statewide report
Teacher-child emotion talk in preschool children displaying elevated externalizing behaviors
Systemwide quality improvement in early childhood education: Evidence from Louisiana
Teacher education and the quality of teacher-child interactions: New evidence from the universe of publicly-funded early childhood programs in Louisiana
Assistant teachers in Head Start: Important drivers of a diverse and competent workforce
Promoting school readiness with preschool curricula
Head Start home-classroom (dis)continuity and children’s self-regulation
Building a unified system for universal pre-k in New York City: The implementation of Pre-K for All by setting and auspice
Variability in preschool CLASS scores and children’s school readiness
Fast-response research to answer practice and policy questions
Professionalizing the child care workforce: Links between teacher outcomes and the Early Childhood Ancillary Certificate
Hard-to-staff centers: Exploring center-level variation in the persistence of child care teacher turnover
Activity settings, content, and pedagogical strategies in preschool classrooms: Do these influence the interactions we observe?
Assessing quality in classrooms that blend state pre-kindergarten and Head Start funding: The case of Michigan
Year 4 report: Seattle Preschool Program evaluation
Implementation evaluation of the STREAMin3 curriculum model
Widely used measures of classroom quality are largely unrelated to preschool skill development
Exploring treatment impact heterogeneity across sites: Challenges and opportunities for early childhood researchers
Supporting school readiness through librarian‑child interactions in public library storytimes: An analysis of assessment scores and influential factors
Racial disparities in pre-K quality: Evidence from New York City’s universal pre-K program
A portrait of Head Start classrooms and programs in spring 2020: FACES 2019 descriptive data tables and study design
Teacher, center, and neighborhood characteristics associated with variations in preschool quality in childcare centers
Exploring the associations of the Pre-K CLASS with children’s school readiness in FACES 2014: Associations for subgroups and thresholds of quality
Examining three hypotheses for pre-kindergarten fade-out
Effects of classroom practices and funding streams on early childhood learning outcomes
Learning from the field: Lessons from CLASS PK listening calls with high performing grantees
Case study: Implementing the Essential 0-5 Survey across 25 early childhood campuses: Scaling program improvement by giving leaders autonomy and a common framework
Patterns of classroom organization in classrooms where children exhibit higher and lower language gains
Neglected elements of a high-quality early childhood workforce: Whole teacher well-being and working conditions
Organizational climate: Collegiality and supervisor support in early childhood education programs
Cultural and practice perspectives on the Classroom Assessment Scoring System: Voices from American Indian and Alaska Native Head Start programs
Cultural and practice perspectives on the Classroom Assessment Scoring System: Voices from American Indian and Alaska Native Head Start programs: 2016 brief report
Instructional practices and supports of emergent multilingual learners in universal prekindergarten classrooms in New York City
Mixed-delivery public prekindergarten: Differences in demographics, quality, and children’s gains in community-based versus public school programs across five large-scale systems
Kindergarten academic and social skills and exposure to peers with pre-kindergarten experience
The role of preschool dosage and quality in children’s self-regulation development
Emotional support moderates associations between preschool approaches to learning and academic skills
Executive function mediates the relationship between Conscious Discipline fidelity and kindergarten readiness
The state(s) of Head Start and Early Head Start: Looking at equity
Program-wide implementation of the Pyramid Model: Supporting fidelity at the program and classroom levels
Supporting Spanish-English DLLs in Head Start: Peer language match, instructional language match, emotional support as predictors of approaches to learning and social skills
First do no harm: How teachers support or undermine children’s self-regulation
Teacher-child racial/ethnic match from prekindergarten through first grade: Understanding early exposure and outcomes
Exploring variability in social and behavioral adjustment among children in Head Start experiencing homelessness
Learning experiences vary across young children in the same classroom: Evidence from the individualizing student instruction measure in the Boston Public Schools
A new look at teacher interactional quality: Profiles of individual teacher–child relationship and classroom teaching quality among Head Start students
Benefits of pre-kindergarten for children in Baltimore, MD
Associations between consistent and high-quality teacher-child interactions and preschool children’s self-regulation and activity in the stress response system
Early education program racial and ethnic composition and associations with quality and children’s language and social-emotional development
Mining the gap: Analysis of early mathematics instructional quality in pre-kindergarten classrooms
Unpacking pre-K classroom organization: Types, variation, and links to school readiness gains
Impacts of an early childhood mathematics and science intervention on teaching practices and child outcomes
Teacher language quality in preschool classrooms: Examining associations with DLLs’ oral language skills
Transition practices of rural pre-k and kindergarten teachers and their relations to children’s academic and social skills
Do early care and education programs improve when enrolled in quality rating and improvement systems? Longitudinal evidence from one system
The little kids down the hall: Associations between school climate, pre-K classroom quality, and pre-K children’s gains in receptive vocabulary and executive function
Gains in teacher-child interaction quality and children's school readiness skills: Does it matter where teachers start?
Questions that fuel the mind: Exploring the associations between teacher-child higher-level interaction and preschoolers’ development of executive functions
Teacher and child factors associated with emotion talk between teachers and preschoolers displaying elevated externalizing behaviors
Variations in pre-kindergarten classroom quality ratings across the school year: Observation ratings from New York City’s pre-K for all
Preschool children’s engagement and school readiness skills: Exploring differences between Spanish-speaking dual language learners and monolingual English-speaking preschoolers
Leveraging self-determination theory to understand which preschool teachers benefit most from a professional development intervention
How the amount of teacher Spanish use interacts with classroom quality to support English/Spanish DLLs’ vocabulary
Early childhood teacher workplace stress and classroom practices
School-entry skills predicting school-age academic and social–emotional trajectories
Emotions matter: The moderating role of emotional labour on preschool teacher and children interactions
Exploring dyadic teacher–child interactions, emotional security, and task engagement in preschool children displaying externalizing behaviors
National overview of grant recipients CLASS scores by year
The role of peers’ executive function and classroom quality in preschoolers’ school readiness
Lead teacher, assistant teacher, and peer racial/ethnic match and child outcomes for Black children enrolled in enhanced high-quality early care and education programs
A validation study of the Assessing Classroom Sociocultural Equity Scale (ACSES) in pre-kindergarten to third grade classrooms
Examining individual children's peer engagement in pre-kindergarten classrooms: Relations with classroom-level teacher-child interaction quality
Evaluation of early childhood programs & child development in Indiana: Second report
Quality in early childhood care and education programs in Indiana
Is starting earlier better? A propensity score analysis of toddler-year impacts for English only and Spanish-speaking dual language learners
Indirect effects of coaching on pre-K students' engagement and literacy skill as a function of improved teacher–student interaction
Patterns of preschool educators’ beliefs and practices over the course of a coaching intervention
Longitudinal study of Georgia's Pre-K Program: Final report: Pre-K through 4th grade
Kindergarten readiness profiles of rural, Appalachian children from low-income households
Coaching teachers to improve students’ school readiness skills: Indirect effects of teacher–student interaction
Teachers’ consistency of emotional support moderates the association between young children's regulation capacities and their preschool adjustment
Examining heterogeneity among Latino dual language learners’ school readiness profiles of English and Spanish at the end of Head Start
Supporting preschool teachers’ use of culturally grounded practices: Factors that influence program fidelity
Adding family math to the equation: Promoting Head Start preschoolers’ mathematics learning at home and school
Preschool children’s observed interactions with teachers: Implications for understanding teacher-child relationships
Teacher-child interaction domains measured by the CLASS and children’s pre-literacy skills: A systematic review and meta-analysis
Observing mathematical learning experiences in preschool
Exploring mindfulness for perceived teacher stress and classroom climate
Problem behaviors at the classroom-level and teacher-child interaction quality in Head Start programs: Moderation by age composition
Teacher fidelity to Conscious Discipline and children’s executive function skills
Teacher-level predictors of the fidelity of implementation of a social-emotional learning curriculum
STEM Labs: A promising professional learning approach to promote teacher-child interaction quality and science and engineering practices
Using professional learning to foster distributed leadership and equity of voice and promote higher quality in early childhood education
Lessons learned from conducting virtual Pre-K CLASS observations in centers and family child care homes during the COVID-19 pandemic
Associations between teachers’ skill in identifying effective interactions and children's gains in language, literacy, and early learning behaviors
Exploratory analysis of a consultative coaching model applied in early childhood classrooms
Ready? Set. Go! A school readiness programme designed to boost executive function skills in preschoolers experiencing homelessness and high mobility
Examining the child observation in preschool and teacher observation in preschool in community-based child care centers
Content-rich instruction and cognitive demand in prek: Using systematic observations to predict child gains
Investigating the development of positive peer interactions in low-income Latino DLL preschool children
Inside the pre-Kindergarten door: A deeper look at what makes a high-quality pre-K classroom
The role of early schooling in shaping inequality in academic, executive functioning, and social-emotional skills
Different settings, different patterns of impacts: Effects of a Pre-K math intervention in a mixed-delivery system
Supporting children’s healthy development during mealtime in early childhood settings
Detroit-area early childhood workforce study
Dual language supports for dual language learners? Exploring preschool classroom instructional supports for DLLs' early learning outcomes
Context influences on task orientation among preschoolers who display disruptive behavior problems
Superintendents' Early Childhood Plan evaluation: 2021-2022
Superintendents' Early Childhood Plan evaluation: 2017-2018
Superintendents' Early Childhood Plan evaluation: 2018-2019
Superintendents' Early Childhood Plan evaluation: 2019-2020
Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning
Development and validation of a tool to examine program-wide implementation of the Pyramid Model
Wishful LINKing: Authentic environmental measures aligned with programmatic purposes
Effects of Read It Again! in early childhood special education classrooms as compared to regular shared book reading
Reliability and validity of the Preschool Science Observation Measure
Get Ready to Learn! case study: Ohio
Coaching and coursework focused on teacher–child interactions during language/literacy instruction: Effects on teacher outcomes and children’s classroom engagement
Looking away: An analysis of early childhood teaching and learning experiences framed through a quality metric
Predictive Validity of ECERS-3 Rating Thresholds Used in Quality Rating and Improvement Systems Administration for Children and Families/OPRE Projects
Linking early educator wellbeing to classroom interactions and teacher turnover
A guide to Capital Quality: Advancing excellence in early childhood education
The ups and downs of classroom quality over the preschool year and relations to children’s school readiness
Results & lessons learned from the first year of LENA Grow™ as part of ELC Escambia's "Grow with Me" Initiative
Early learning classrooms in Fort Worth ISD using LENA Grow increase CLASS® scores
Examining concept development classroom interaction quality and children's developmental progress in state pre-K/Head Start programs using pre-K CLASS and LAP-3
HighScope Preschool Curriculum and professional development efficacy study: Results in brief
Head Start Family and Child Experiences Survey (FACES): 2006 Cohort United States, 2006-2009
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