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Children's outcomes and program quality in the North Carolina Pre-Kindergarten Program: 2012-2013 statewide evaluation

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Description:
The purpose of the 2012-2013 NC Pre-Kindergarten (NC Pre-K) Evaluation study was to examine the quality of the program and the outcomes for children, along with comparisons to previous years. Since the inception of the statewide pre-k program in North Carolina in 2001-2002, the evaluation has been conducted by the FPG Child Development Institute at the University of North Carolina-Chapel Hill. See Table 1 for a list of previous reports for further information about prior years, including studies of classroom quality and longitudinal and comparison studies of children's outcomes. The primary research questions addressed by this evaluation included: What were the key characteristics of the local NC Pre-K programs? What was the quality of the NC Pre-K classrooms attended by children and what factors were associated with better quality? What were the outcomes of children attending the NC Pre-K Program and what factors were associated with better outcomes? To what extent have there been any changes over time in these results? To address these questions, information was gathered from multiple sources, including monthly service reports, teacher surveys, observations of classroom quality, and individual assessments of children's outcomes. The statewide monthly service report data provided information about characteristics of the program and demographic information about the children served. Observations conducted in a random sample of 99 NC Pre-K classrooms provided information about classroom quality, including global classroom quality, teacher-child instructional interactions, language and literacy environment, and sensitivity of teacher-child interactions, and teacher surveys provided information about classroom characteristics and teacher perceptions. Child outcomes data were gathered for a sample of 561 children to examine changes in language, literacy, math, general knowledge, and behavior skills over the course of the pre-k year. For 117 Spanish-speaking dual language learners (DLLs) in the sample, skills were measured in both English and Spanish using parallel measures. (author abstract)
Resource Type:
Reports & Papers
Country:
United States
State(s):
North Carolina

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.

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