Preschool classrooms in the validation sample scored lowest on Instructional Support relative to Emotional Support and Classroom Organization¶

Claim · All claims
Evidence · 1 study · design r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2023: baselines and conditions change

Subclaims¶

q2 i? Across classrooms in the 81-site validation sample, average CLASS Pre-K Instructional Support scores (3.16) were well below Emotional Support (6.13) and Classroom Organization (5.99) scores. → Ehrlich 2018

Evidence¶

Ehrlich 2018¶

Ehrlich, S.B., Pacchiano, D.M., Stein, A.G., Wagner, M.R., Luppescu, S., Park, S., Frank, E., Lewandowski, H., & Young, C. (2018). Organizing early education for improvement: Testing a new survey tool. Chicago, IL: University of Chicago Consortium on School Research and the Ounce of Prevention Fund. https://consortium.uchicago.edu/publications/organizing-early-education-improvement-testing-new-survey-tool

q2 · i? · design · r3

Descriptive analysis of CLASS Pre-K observation data provided by CPS and DFSS for classrooms across 37 school-based sites (120 classrooms) and 40 community-based sites (150 classrooms). The sample showed "an average score of 6.13 on Emotional Support" and 3.16 on Instructional Support, a pattern the authors note is consistent with nationwide patterns. No inferential test was reported for this contrast.

"Overall, classrooms in our sample had an average score of 6.13 on Emotional Support (SD = 0.69), 5.99 on Classroom Organization (SD = 0.97), and 3.16 on Instructional Support (SD = 1.16). The lower scores and wider spread on Instructional Support is consistent with nationwide patterns."

Discussion¶

Related Claims¶

• The validation study sample comprised 81 Chicago ECE sites with high teacher and parent survey response rates — related
• Site-level essential scores were created by averaging standardized measure scores grouped into essentials, informed by exploratory factor analysis — related
• The Early Education Essentials is sensitive to site-level differences — related
• Strongly organized ECE programs create contexts more supportive of teaching, learning, and family engagement than weakly organized programs — related