National Center for Early Development and Learning Multi-State Study of Pre-Kindergarten, 2001-2003 / Dick Clifford, Donna Bryant, Margaret Burchinal, Oscar Barbarin, Diane Early, Carollee Howes, Robert Pianta, Pam Winton.

Format:

Datafile

Contributor:

Clifford, Dick.

Bryant, Donna.

Burchinal, Margaret.

Barbarin, Oscar.

Early, Diane.

Howes, Carollee.

Pianta, Robert.

Winton, Pamela J.

Inter-university Consortium for Political and Social Research.

Series:

ICPSR (Series) ; 4283.

ICPSR ; 4283

Language:

English

Genre:

Academic theses.

Physical Description:

1 online resource.

Edition:

2006-03-28.

Place of Publication:

Ann Arbor, Mich. : Inter-university Consortium for Political and Social Research [distributor], 2005.

System Details:

Mode of access: World Wide Web.

data file

Summary:

The National Center for Early Development and Learning (NCEDL) Multi-State Study of Pre-Kindergarten examined the pre-kindergarten programs of six states: California, Illinois, New York, Ohio, Kentucky, and Georgia. For this study, pre-kindergarten (pre-k) included center-based programs for four-year-olds that are fully or partially funded by state education agencies and that are operated in schools or under the direction of state and local education agencies. The study had two primary purposes: To describe the variations of experiences for children in pre-kindergarten and kindergarten programs in school-related settings (public schools and state-funded pre-k classrooms in community-based settings), and To examine the relationships between variations in pre-kindergarten/kindergarten experiences and children's outcomes in early elementary school. The study addressed six primary groups of research questions: What is the nature and distribution of education and experience of teachers and teacher assistants in pre-k public school programs? What is the nature and distribution of global quality and specific practices in key areas such as literacy, math, and teacher-child relationships in a diverse sample of pre-k public school programs for four-year-olds as well as in a similarly diverse sample of kindergarten classes? How do quality and practices vary as a result of child and teacher characteristics (e.g., child gender, race, home language, family income, and teacher's years of education) and classroom, program, community, and state structural variables (e.g., teacher-child ratio, funding base of the program, teacher salary, and degree of state regulation) for children with different demographic characteristics (e.g., race, gender, home language, and family income)? Do quality and practice vary in relation to combinations of these variables? For example, are quality and... Cf.: http://dx.doi.org/10.3886/ICPSR04283

Contents:

Part 1: Public-Use Version; Part 2: Restricted-Use Version

Notes:

Title from ICPSR DDI metadata of 2006-07-25.

Start: 2001; and end: 2003.

OCLC:

70890459

Access Restriction:

Restricted for use by site license.