Child Care and Early Education Research Connections
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Academic Rating Scale
Resource Type:
Instruments
Source:
Washington, DC: National Center for Education Statistics. Retrieved January 17, 2008, from http://nces.ed.gov/ECLS/kinderinstruments.asp [Primary source]
Note:
The Academic Rating Scale (ARS) was developed for the Early Childhood Longitudinal Study, Kindergarten Cohort, and measures developmental growth over time. Its items measure the same construct by increasing in complexity as children progress through the grades. As a result, the questionnaire items differ depending on when the ARS is administered (fall kindergarten, spring kindergarten, first grade, third grade, or fifth grade)
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Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
Pre-kindergarten teachers' use of transition practices and children's adjustment to kindergarten
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The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes
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The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers? competence in classroom interactions
The Foundations of Learning demonstration: Making preschool more productive: How classroom management training can help teachers
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Sociodemographic inequality in early literacy development: The role of teacher perceptual accuracy
Accuracy of teacher judgments of preschoolers' math skills
Academic performance of subsequent schools and impacts of early interventions: Evidence from a randomized controlled trial in Head Start settings
Observing preschoolers' social-emotional behavior: Structure, foundations, and prediction of early school success
Early maternal employment and children's academic and behavioral skills in Australia and the United Kingdom
Fostering supportive teacher-child relationships: Intervention implementation in a state-funded preschool program
Student characteristics as predictors of teachers' implementation of a kindergarten readiness program
Using classroom management to improve preschoolers' social and emotional skills: Final impact and implementation findings from the Foundations of Learning demonstration in Newark and Chicago
School readiness: A multifaceted, developmental approach
In the running for successful outcomes: Exploring the evidence for thresholds of school readiness
Social and emotional information processing in preschoolers: Indicator of early school success?
Universal and targeted pre-kindergarten programmes: A comparison of classroom characteristics and child outcomes
Does a preschool social and emotional learning intervention pay off for classroom instruction and children's behavior and academic skills?: Evidence from the Foundations of Learning project
Child care quality and children's cognitive and socio-emotional development: An Australian longitudinal study
Relations between social skills and language and literacy outcomes among disruptive preschoolers: Task engagement as a mediator
Long-term implications of early education and care programs for Australian children
Impact findings from the Head Start CARES demonstration: National evaluation of three approaches to improving preschoolers' social and emotional competence
Teacher-child racial/ethnic match within pre-kindergarten classrooms and children's early school adjustment
Children's socio-emotional, physical, and cognitive outcomes: Do they share the same drivers?
How preschoolers' social-emotional learning predicts their early school success: Developing theory-promoting, competency-based assessments
The role of early childhood settings for 4-5 year old children in early academic skills and later achievement in Australia
ExceleRate Illinois: Validation study report
Trajectories of parental involvement in home learning activities across the early years: Associations with socio-demographic characteristics and children's learning outcomes
Social and emotional learning services and child outcomes in third grade: Evidence from a cohort of Head Start participants
Patterns of early reading and social skills associated with academic success in elementary school
Teacher (mis)perceptions of preschoolers' academic skills: Predictors and associations with longitudinal outcomes
Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999
Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999, Third Grade
Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999, Fifth Grade
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