Child Care and Early Education Research Connections

Skip to main content

Evidence regarding the domains of the CLASS PreK in Head Start classrooms

The standard scoring of the CLASS PreK produces three domain scores that are widely used in research, practice and policy. Despite these domains being based on developmental theory and research, limited empirical evidence exists for the three-domain structure as operationalized in the CLASS PreK. Using the 2009 and 2014 Head Start Family and Child Experiences Surveys (FACES), we estimated a series of exploratory and confirmatory bifactor and traditional factor analyses to produce evidence regarding this structure and possible alternatives in nationally representative samples of Head Start classrooms. Replicating and extending the small set of prior factor analytic studies, we found alternative factor structures fit equally well or better than the standard structure in both FACES 2009 and 2014 as well as problems with estimation and fit of a bifactor structure of general and specific factors proposed by the CLASS PreK developers. Across all domain structures, associations with children's academic and social-emotional gains during the Head Start year were uniformly small and generally non-significant. Our findings encourage future refinements of the CLASS PreK and continued development of new measures to better operationalize its conceptually-motivated domains. (author abstract)
Resource Type:
Reports & Papers
United States

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.

- You May Also Like

These resources share similarities with the current selection.

The effects of an undergraduate programme of preschool teaching on preservice teachers' attitudes towards early mathematics education in Turkey: A longitudinal study

Reports & Papers

Early childhood educators working with children who have lesbian, gay, bisexual and transgender parents: What does the literature tell us?

Literature Review

Developing leadership for early childhood professionals through oral inquiry: Strengthening equity through making particulars visible in dilemmas of practice

Reports & Papers

Improving QRISs through the use of existing data: A virtual pilot of the California QRIS

Reports & Papers
Release: 'v1.24.0' | Built: 2023-01-23 14:56:35 EST