ClassroomQualityAndTimeAllocationGormley
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ClassroomQualityAndTimeAllocationGormley
1Classroom Quality and Time Allocation inTulsa’s Early Childhood ProgramsDeborah Phillips Psychology Department Georgetown UniversityWilliam T. Gormle ClassroomQualityAndTimeAllocationGormleyey. Jr. Public Policy Institute Georgetown UniversityAmy Lowenstein Psychology Depart ment Georgetown UniversityPaper presented at the biennial meetings of the Society for Research in Child Development. Boston? MA. March 30. 20072ACKNOWLEDGMENTSWe would like 10 thank the research assistants from the ClassroomQualityAndTimeAllocationGormley University of Tulsa who worked tirelessly to collect the classroom data (Lisa Adams. Sara Campbell. Pam Denton. Sara House. Nicole Larson. Katie LiviClassroomQualityAndTimeAllocationGormley
ngood. Jaclyn Niebergall. and Melissa Young), our research assistants at Georgetown University who coded and analyzed the data (especially Dan Cullina1Classroom Quality and Time Allocation inTulsa’s Early Childhood ProgramsDeborah Phillips Psychology Department Georgetown UniversityWilliam T. Gormle ClassroomQualityAndTimeAllocationGormleye been possible. We would also like to thank Diane Early for sharing the NCEDL data with US. Finally, we would like to thank the Spencer Foundation, the Foundation for Child Development, the David and Lucile Packard Foundation, and the A.L. Mailman Family Foundation for their generous financial supp ClassroomQualityAndTimeAllocationGormleyort. All conclusions drawn in this paper are exclusively those of the authors.3INTRODUCTIONIn recent years, several states have established universalClassroomQualityAndTimeAllocationGormley
pre-Kindergarten (UPK) programs in an ell’orl lo enhance the school readiness of young children. Oklahoma look this step in 1998. The Oklahoma UPK pro1Classroom Quality and Time Allocation inTulsa’s Early Childhood ProgramsDeborah Phillips Psychology Department Georgetown UniversityWilliam T. Gormle ClassroomQualityAndTimeAllocationGormleyusually rigorous set of classroom quality requirements. Under State law. every lead teacher in a state-funded pre K classroom must have a bachelor’s degree with a leaching certificate in early childhcMxi education. Classrooms must maintain 10/1 child/staff ratios, keep total class size at 20 or fewe ClassroomQualityAndTimeAllocationGormleyr children, and lead teachers are paid public school wages and benefits. The majority of pre-K teachers have undergone mandated training in early chilClassroomQualityAndTimeAllocationGormley
dhood reading and math instruction. Instructional content is guided by a set of state learning standards, but there are no specific curriculum require1Classroom Quality and Time Allocation inTulsa’s Early Childhood ProgramsDeborah Phillips Psychology Department Georgetown UniversityWilliam T. Gormle ClassroomQualityAndTimeAllocationGormleyated in Oklahoma’s UPK program (Gormley & Phillips, 2005: Gormley & Gayer. 2005: Gormley, Gayer. Phillips. & Dawson. 2005 ). rhe effect sizes of 0.79 for pre-reading skills. 0.64 for prewriting skills, and 0.38 for pre-malh skills exceed those reported for other stale-funded pre-K (Gilliam & Zigler. ClassroomQualityAndTimeAllocationGormley 2001. Xiang & Schweinhart. 2002). for pre-K programs generally (Magnuson Ct al.. 2007). and for high quality child care programs (N1CHD and Duncan, 2ClassroomQualityAndTimeAllocationGormley
003). In fact, they fall just short of the substantial effect sizes associated with4the Abecedarian project (Campbell, et al.. 2002: Ramey et al.. 2001Classroom Quality and Time Allocation inTulsa’s Early Childhood ProgramsDeborah Phillips Psychology Department Georgetown UniversityWilliam T. Gormle ClassroomQualityAndTimeAllocationGormleyof 2003 in Tulsa. Oklahoma, extend to diverse racial and ethnic groups and to children from diverse socioeconomic backgrounds. Gains for Hispanic children are particularly impressive, as are gains for disadvantaged children.Although these findings are extremely encouraging, we do not know what accou ClassroomQualityAndTimeAllocationGormleynts for them. While Oklahoma, along with about half of all stale pre-K programs (Early et al.. 2006; Barnett. Hustedt. Robin. & Schulman. 2005). requiClassroomQualityAndTimeAllocationGormley
res the BA degree for all pre-K teachers, as well as an early childhood certificate, the teachers vary widely in their years of experience, in the col1Classroom Quality and Time Allocation inTulsa’s Early Childhood ProgramsDeborah Phillips Psychology Department Georgetown UniversityWilliam T. Gormle ClassroomQualityAndTimeAllocationGormleyknow if some teacher characteristics, attitudes, and approaches to instruction matter more than others as children prepare for kindergarten. We have also not previously observed the Tulsa pre-K classrooms, leaving open questions regarding variation in classroom quality and children’s exposure to aca ClassroomQualityAndTimeAllocationGormleydemic instruction, which are central to understanding the processes that underlie the documented success of this program.This paper represents the firClassroomQualityAndTimeAllocationGormley
st report from the 2006 wave of data collection on theTulsa Pre-K program, which included observational data on virtually all pre-K classrooms, includ1Classroom Quality and Time Allocation inTulsa’s Early Childhood ProgramsDeborah Phillips Psychology Department Georgetown UniversityWilliam T. Gormle ClassroomQualityAndTimeAllocationGormleyifically, we will provide a descriptive picture of pre-K (and Head Start) classrooms in Tulsa. OK and situate this portrait within the broader context of pre-K (and Head Start) quality in the U.S. We will also examine the relation between selected attributes of pre-K teachers (teacher education and ClassroomQualityAndTimeAllocationGormleytraining, years of experience, curricular choice, and Spanish language skills), the distribution of classroom time spent on academic content, and theClassroomQualityAndTimeAllocationGormley
emotional and instructional quality of the classroom. In subsequent analyses, we will examine the relation between these teacher and classroom feature1Classroom Quality and Time Allocation inTulsa’s Early Childhood ProgramsDeborah Phillips Psychology Department Georgetown UniversityWilliam T. Gormle ClassroomQualityAndTimeAllocationGormleyto know which early childhood programs offer the highest-quality experiences for young children and. as such, prox ide the greatest support for their early development. Prior research suggests that the typical school-based preschool program is of higher quality than the typical child care program, p ClassroomQualityAndTimeAllocationGormleyarticularly among programs serving low-income children (Goodson & Moss. 1992; Phillips. Voran. Kisker. Howes. & Whiteboook. 1994). Head Start programsClassroomQualityAndTimeAllocationGormley
lend to fall in the middle of this spectrum, thus protecting children from the very poor-quality environments that can be found in child care, bill p1Classroom Quality and Time Allocation inTulsa’s Early Childhood ProgramsDeborah Phillips Psychology Department Georgetown UniversityWilliam T. Gormle ClassroomQualityAndTimeAllocationGormley. 1992).6Nevertheless, emerging descriptive data indicate that pre-K programs, like child care and Head Start, are characterized by extensive variation. This extends beyond variation in the teacher and classroom structural requirements discussed above, to variation in what children actually experien ClassroomQualityAndTimeAllocationGormleyce in these different settings (Early el al. 2006; Clifford et al.. 2005; Gilliam & Marchesseauh, 2005). For example, in a recent report of pre-K pracClassroomQualityAndTimeAllocationGormley
tices in 11 stales (Early et al.. 2006). 12% of classrooms received total (ECERS-R) quality scores in (he minimal range and 8% received scores in (he 1Classroom Quality and Time Allocation inTulsa’s Early Childhood ProgramsDeborah Phillips Psychology Department Georgetown UniversityWilliam T. Gormle ClassroomQualityAndTimeAllocationGormley4%. Interestingly, these indicators of children’s actual experiences, sometimes called process quality, were typically lower than were concurrent assessments of the structural features (e.g.. ratios, teacher qualifications) of the classrooms, which easily met the high standards established by the Na ClassroomQualityAndTimeAllocationGormleytional Association for the Education of Young Children. The question we address is whether the Oklahoma pre-K program, with its relatively stringent sClassroomQualityAndTimeAllocationGormley
tructural and teacher requirements, and strong support for focused instructional in-service training, exhibits a significantly different distribution 1Classroom Quality and Time Allocation inTulsa’s Early Childhood ProgramsDeborah Phillips Psychology Department Georgetown UniversityWilliam T. Gormle ClassroomQualityAndTimeAllocationGormleyy and instructional lime from the public school programs and from other Head Start programs.There is also a pressing need to understand which teacher attributes and behaviors predict variation in classroom quality and child outcomes. While 38 stales (serving more than 800,000children) now provide so ClassroomQualityAndTimeAllocationGormleyme publicly funded pre-K (Barnett el al.. 2005).1Classroom Quality and Time Allocation inTulsa’s Early Childhood ProgramsDeborah Phillips Psychology Department Georgetown UniversityWilliam T. GormleGọi ngay
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