Using the Early Childhood Environment Rating Scale-Revised in high stakes contexts: Does evidence warrant the practice?

Resource Type: Reports & Papers
Author(s): Setodji, Claude Messan; Schaack, Diana; Le, Vi-Nhuan
Date Issued: Q1 2018
Description: Increasingly, states establish different thresholds on the Early Childhood Environment Rating Scale-Revised (ECERS-R), and use these thresholds to inform high-stakes decisions. However, the validity of the ECERS-R for these purposes is not well established. The objective of this study is to identify thresholds on the ECERS-R that are associated with preschool-aged children's social and cognitive development. Applying non-parametric modeling to the nationally-representative Early Childhood Longitudinal Study Birth Cohort (ECLS-B) dataset, we found that once classrooms achieved a score of 3.4 on the overall ECERS-R composite score, there was a leveling-off effect, such that no additional improvements to children's social, cognitive, or language outcomes were observed. Additional analyses found that ECERS-R subscales that focused on teaching and caregiving processes, as opposed to the physical environment, did not show leveling-off effects. The findings suggest that the usefulness of the ECERS-R for discerning associations with children's outcome may be limited to certain score ranges or subscales. (author abstract)
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Journal Title: Early Childhood Research Quarterly
Volume Number: 42
Issue Number:
Page Range: 158-169
Topics: Children & Child Development > Child Development & School Readiness

Research & Evaluation Methods > Measures

Child Care & Early Education Quality
Country: United States
ISSN: 1873-7706 Online
0885-2006 Paper
Peer Reviewed: yes
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