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

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. The primary research questions addressed by this evaluation included: 1) What were the key characteristics of the local NC Pre-K programs? 2) What was the quality of the NC Pre-K classrooms attended by children and what factors were associated with better quality? 3) What were the outcomes of children attending the NC Pre-K Program and what factors were associated with better outcomes?, and 4) To what extent have there been any changes over time in these results? To address these questions, information was gathered from multiple sources. Program characteristics were examined for all sites, classrooms, and children in the program using service report data from the statewide databases. Researchers gathered teacher surveys and classroom quality data in a random sample of 99 NC Pre-K classrooms, including observational measures of global classroom quality, teacher-child instructional interactions, language and literacy environment, and sensitivity of teacher-child interactions. Within these classrooms, researchers gathered individual child assessments at the beginning (fall) and end (spring) of the pre-k year for a sample of 561 children to examine changes in language, literacy, math, general knowledge, and behavior skills. For the 117 Spanish-speaking dual language learners (DLL subsample), skills were measured in both English and Spanish using parallel measures. (author abstract)
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Executive Summary

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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