Classroom quality in government-funded Chilean preschool classrooms is low, with minimal levels on all three CLASS dimensions¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Examination of comparison-group means suggests relatively minimal levels of quality on each of the three CLASS dimensions in urban Chilean prekindergarten and kindergarten classrooms. → Leyva 2014

Evidence¶

Leyva 2014¶

Leyva, D., Yoshikawa, H., Snow, C. E., Treviño, E., Rolla, A., Barata, M. C., & Weiland, C. (2014). Can we improve preschool classroom quality in Chile? A cluster-randomized trial evaluation of a professional development program. SREE Spring 2014 Conference abstract. https://eric.ed.gov/?id=ED562728

q2 · i? · causal · r2

Descriptive examination of comparison-group adjusted means in the cluster-randomized trial (Tables 1 and 2), providing data on classroom quality under usual conditions in government-funded prekindergarten and kindergarten classrooms in urban Chile. The article reports "relatively minimal levels of quality on each of the three dimensions", consistent with prior Chilean studies using the ECERS.

"Examination of the comparison-group means suggests relatively minimal levels of quality on each of the three dimensions."

Discussion¶

Related Claims¶

• Providing books and a single workshop without ongoing coaching did not improve prekindergarten classroom quality — related
• Preschool classrooms in the validation sample scored lowest on Instructional Support relative to Emotional Support and Classroom Organization — related
• The UBC professional development program significantly improved prekindergarten classroom quality after the first year, with the largest effect on Emotional Support — related