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

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Published: 2012-06-20

Author

Jeffrey M. Williams

University of Texas Health Science Center at Houston

Susan H. Landry

University of Texas Health Science Center at Houston

Jason L. Anthony

University of Texas Health Science Center at Houston

Paul R. Swank

University of Texas Health Science Center at Houston

April D. Crawford

University of Texas Health Science Center at Houston

Keywords: Preschool; Kindergarten; Emergent literacy; Social development; School readiness; Quality rating system; State policy;

Abstract

This study presents an empirically-based statewide system that links information about pre-kindergarten programs with children’s school readiness scores to certify pre-kindergarten classrooms as promoting school readiness. Over 8,000 children from 1,255 pre-kindergarten classrooms were followed longitudinally for one year. Pre-kindergarten quality indicators of intentional instruction, an early literacy focus, and professional development were key predictors of kindergarten outcomes. A latent profile analysis identified pre-kindergarten classrooms that were high on pre-kindergarten quality indicators and high on kindergarten outcomes (67.3%), low on pre-kindergarten quality and kindergarten outcomes (21.3%), or low on quality but high on outcomes (11.4%). The last group of classrooms was likely to serve middle-class children and not use the state program model. This project demonstrates how a scientific approach can inform stakeholders and parents about the effectiveness of early childhood programs.

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Published: 2012-06-20

How to Cite

Williams, J. M., Landry, S. H., Anthony, J. L., Swank, P. R., & Crawford, A. D. (2012). An Empirically-based Statewide System for Identifying Quality Pre-Kindergarten Programs. Education Policy Analysis Archives, 20, 17. https://doi.org/10.14507/epaa.v20n17.2012