Examining CLASS dimensions as predictors of pre-k children’s development of language, literacy, and mathematics
DOI:
https://doi.org/10.55370/hsdialog.v16i2.90Abstract
The Improving Head Start for School Readiness Act of 2007 requires Head Start programs to monitor quality and demonstrate improvement. Many of these programs are using the Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2008) to do so. However, given the multidimensional nature of the instrument, policy makers and school personnel may find it difficult to identify starting points for professional development or training. In this study, we disaggregated the three CLASS domains (emotional support, classroom organization, and instructional support) to determine which specific dimensions within each domain are most strongly predictive of children’s academic learning. To do this we examined a large sample of state-funded pre-k programs. Results based on hierarchical linear modeling revealed that three dimensions, Positive Climate, Productivity, and Concept Development, accounted for the majority of the significant relationships found among four academic outcomes. These results suggest that policies, professional development, and observations meant to change or monitor student academic achievement should first focus on these three dimensions of quality.
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