Programs with strong essential supports are more likely to have higher teacher-child interactions and better child attendance than programs with very weak supports¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2018 · checked against its sources 2026-10-08 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Validation study findings showed programs with strong essential supports were also more likely to have higher CLASS-PreK teacher-child interaction quality and better child-attendance outcomes than programs with very weak essential supports. → Pacchiano 2018
Evidence¶
Pacchiano 2018¶
Pacchiano, D.M., Wagner, M.R., & Lewandowski, H., with Ehrlich, S.B. & Stein, A.G. (2018). Early Education Essentials: Illustrations of Strong Organizational Practices in Programs Poised for Improvement. Chicago, IL: The Ounce of Prevention Fund and the University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/early-education-essentials-illustrations-strong-organizational-practices-programs
q2 · i? · associational · r?
Quantitative validation study finding reported as context for the qualitative component: survey-measured essential supports were correlated with CLASS-PreK teacher-child interaction quality and attendance outcomes. The article reports the association as "more likely to have higher teacher-child interactions" with no effect size printed.
"validation study findings later demonstrated that programs with strong essential supports are also more likely to have higher teacher-child interactions (as measured by the Classroom Assessment Scoring System, CLASS-PreK) and better child-attendance outcomes than programs with very weak essential supports."
Discussion¶
Related Claims¶
- Some, but not all, measured organizational conditions are associated in expected directions with site-level ECE quality metrics — 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 — a broader claim this one bears on
- Elementary schools strong in three or more of the five essential supports were ten times more likely to substantially improve student math and reading scores (attributed to Bryk et al., 2010) — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
strong-essentials-linked-class-and-attendance |
title |
Programs with strong essential supports are more likely to have higher teacher-child interactions and better child attendance than programs with very weak supports |
description |
Programs with strong essential supports are more likely to have higher teacher-child interactions and better child attendance than programs with very weak supports |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
source_checked |
2026-10-08 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — pacchiano-2018 |
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