Do Early Childhood Environment Rating Scale-3 and Pre-K Classroom Assessment Scoring System Scores Need to Reach Thresholds to Predict Children's School Readiness?
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| Title: | Do Early Childhood Environment Rating Scale-3 and Pre-K Classroom Assessment Scoring System Scores Need to Reach Thresholds to Predict Children's School Readiness? |
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| Authors: | Harding, Jessica F.1 (AUTHOR) jharding@mathematica-mpr.com, Nguyen, Tutrang1 (AUTHOR), Aikens, Nikki1 (AUTHOR) |
| Source: | Early Education & Development. Nov/Dec2025, Vol. 36 Issue 8, p1952-1969. 18p. |
| Subject Terms: | *Readiness for school, *Literacy, *Effective teaching, *Educational standards, *Child development |
| Abstract: | Research Findings: We examined associations between young children's school readiness and the Early Childhood Environment Rating Scale Third Edition (ECERS-3) and the Pre-K Classroom Assessment Scoring System (Pre-K CLASS), and whether these measures need to reach thresholds to promote children's outcomes. We only found one significant linear association (of 30) between the ECERS-3 and Pre-K CLASS and children's outcomes. We only detected three significant threshold findings (of 30). These suggested ECERS-3 Math Activities and Learning Opportunities scores were stronger predictors of literacy skills in classrooms above the median on quality than in lower-quality classrooms. This provides the first evidence that there are some limited and small associations between the ECERS-3 and children's learning when quality meets certain thresholds. We also found evidence that Pre-K CLASS Classroom Organization scores were associated with children's behavioral outcomes when classroom quality was above the median. We did not find evidence of thresholds for other quality subscales or outcomes, or when using conceptually selected thresholds, supporting recent findings that associations between classroom quality and children's outcomes are limited- even when examining thresholds. Practice or policy: Early childhood monitoring systems should consider whether and how to set relevant thresholds for quality given limited associations between observed quality and children's outcomes. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188804831 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Do Early Childhood Environment Rating Scale-3 and Pre-K Classroom Assessment Scoring System Scores Need to Reach Thresholds to Predict Children's School Readiness? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Harding%2C+Jessica+F%2E%22">Harding, Jessica F.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jharding@mathematica-mpr.com</i><br /><searchLink fieldCode="AR" term="%22Nguyen%2C+Tutrang%22">Nguyen, Tutrang</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Aikens%2C+Nikki%22">Aikens, Nikki</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Education+%26+Development%22">Early Education & Development</searchLink>. Nov/Dec2025, Vol. 36 Issue 8, p1952-1969. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Readiness+for+school%22">Readiness for school</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+standards%22">Educational standards</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Research Findings: We examined associations between young children's school readiness and the Early Childhood Environment Rating Scale Third Edition (ECERS-3) and the Pre-K Classroom Assessment Scoring System (Pre-K CLASS), and whether these measures need to reach thresholds to promote children's outcomes. We only found one significant linear association (of 30) between the ECERS-3 and Pre-K CLASS and children's outcomes. We only detected three significant threshold findings (of 30). These suggested ECERS-3 Math Activities and Learning Opportunities scores were stronger predictors of literacy skills in classrooms above the median on quality than in lower-quality classrooms. This provides the first evidence that there are some limited and small associations between the ECERS-3 and children's learning when quality meets certain thresholds. We also found evidence that Pre-K CLASS Classroom Organization scores were associated with children's behavioral outcomes when classroom quality was above the median. We did not find evidence of thresholds for other quality subscales or outcomes, or when using conceptually selected thresholds, supporting recent findings that associations between classroom quality and children's outcomes are limited- even when examining thresholds. Practice or policy: Early childhood monitoring systems should consider whether and how to set relevant thresholds for quality given limited associations between observed quality and children's outcomes. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10409289.2025.2535031 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 1952 Subjects: – SubjectFull: Readiness for school Type: general – SubjectFull: Literacy Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Educational standards Type: general – SubjectFull: Child development Type: general Titles: – TitleFull: Do Early Childhood Environment Rating Scale-3 and Pre-K Classroom Assessment Scoring System Scores Need to Reach Thresholds to Predict Children's School Readiness? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Harding, Jessica F. – PersonEntity: Name: NameFull: Nguyen, Tutrang – PersonEntity: Name: NameFull: Aikens, Nikki IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov/Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10409289 Numbering: – Type: volume Value: 36 – Type: issue Value: 8 Titles: – TitleFull: Early Education & Development Type: main |
| ResultId | 1 |
