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