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

Authors

  • 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

DOI:

https://doi.org/10.14507/epaa.v20n17.2012

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

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Section

Articles