National Center for Early Development and Learning Multi-State Study of Pre-Kindergarten, 2001-2003
Clifford, Richard M.,
Clifford, Dick, Donna Bryant, Margaret Burchinal, Oscar Barbarin, Diane Early, Carollee Howes, Robert Pianta, and Pam Winton. National Center for Early Development and Learning Multistate Study of Pre-Kindergarten, 2001-2003 [Computer file]. ICPSR04283-v2. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2009-06-08.
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:
1) 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).
2) To examine the relationships between variations in pre-kindergarten/kindergarten experiences and children's outcomes in early elementary school.
The above information pertains to the Main Child Level Public-use version and the Main Child Level Restricted-use version. From these main datasets, subsets were created at the classroom level for Pre-Kindergarten (Pre-K Classroom Level Public-use version and Pre-K Classroom Level Restricted-use version) and for Kindergarten (Kindergarten Classroom Level Public-use version and Kindergarten Classroom Level Restricted-use version).
Quality Interventions for Early Care and Education (QUINCE) -- Partners for Inclusion, 2004-2007 [California, Iowa, Minnesota, Nebraska, North Carolina]
Bryant, Donna M., 2010
Bryant, Donna, Pat Wesley, Peg Burchinal, Sue Hegland, Kere Hughes, Kathryn Tout, Marty Zaslow, Helen Raikes, Julia Torquati, Amy Susman-Stilman, Carollee Howes, and Hyun-Joo Jeon. Quality Interventions for Early Care and Education (QUINCE) -- Partners for Inclusion, 2004-2007 [California, Iowa, Minnesota, Nebraska, North Carolina] [Computer file]. ICPSR28124-v1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], YYYY-MM-DD. doi:10.3886/ICPSR28124
The Quality Interventions for Early Care and Education Partnership for Inclusion (QUINCE-PFI) study is one half of a multistate study of two assessment based, individualized on-site consultation models. The Partnerships for Inclusion (PFI) consultation model, was implemented in California, Iowa, Minnesota, Nebraska, and North Carolina and included consultations of child care provider training for providers and teachers in both centers and homes, with a special emphasis on providers in family child care homes, including license-exempt care. The goal of this research was to determine the conditions under which a very specific assessment based, on-site consultation model of child care provider training enhances the quality of the family home or child care classroom and results in positive child change.
The PFI consists of two main components, the assessment tools used to index quality -- The Infant/Toddler Environment Rating Scale-Revised, (ITERS), 2003, The Early Childhood Environment Rating Scale--Revised, (ECERS ), 1998, and Family Day Care Rating Scale (FDCRS), 1989, measures developed by Harms, Clifford and Cryer, and the theory-based, collaborative, problem-solving model of consultation developed by Pat Wesley. The model builds on the literature that suggests greater change is possible when individuals are involved in assessing their own needs, receive individualized support over an extended period of time, and have opportunities to apply new knowledge and skills in their own work setting.
The public release of the data files includes only datasets containing summary variables from direct interviews and scale scores. The restricted release contains all data available for release including all direct interview variables, roster information and demographic variables.