Large-Scale Psychometric Assessment of the ECERS-3

Principal Investigator(s):  View help for Principal Investigator(s) Diane Early, Child Trends; Jennifer Neitzel, UNC-CH FPG Child Development Institute; John Sideris, University of Southern California; Doré LaForett, University of North Carolina-Chapel Hill. Frank Porter Graham Child Development Institute; Elizabeth Gunn, University of North Carolina-Chapel Hill. Frank Porter Graham Child Development Institute

Version:  View help for Version V1

Name File Type Size Last Modified
SHR_Child_Outcomes_codebook.docx application/vnd.openxmlformats-officedocument.wordprocessingml.document 28.9 KB 04/26/2019 09:37:AM
SHR_class_codebook.docx application/vnd.openxmlformats-officedocument.wordprocessingml.document 25.3 KB 12/12/2018 07:32:AM
SHR_ecers_codebook.docx application/vnd.openxmlformats-officedocument.wordprocessingml.document 25.1 KB 05/03/2019 10:35:AM
shrchildoutcome_01.sas7bdat application/x-sas-data 768 KB 04/26/2019 09:56:AM
shrclas_01.sas7bdat application/x-sas-data 192 KB 04/10/2019 12:44:PM
shrecers_01.sas7bdat application/x-sas-data 2.6 MB 11/05/2018 04:46:AM

Project Citation: 

Early, Diane, Neitzel, Jennifer, Sideris, John, LaForett, Doré, and Gunn, Elizabeth. Large-Scale Psychometric Assessment of the ECERS-3. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-05-14. https://doi.org/10.3886/E109602V1

Project Description

Summary:  View help for Summary The goal of this study was to assess the psychometric properties of the ECERS-3 including its relation with children’s early learning outcomes and another classroom quality measure. The Early Childhood Environment Rating Scale – Third Edition (ECERS-3; Harms, Clifford, & Cryer, 2014) is the latest version of one of the most widely used observational tools used for assessing the quality of classrooms serving preschool aged children. Like its predecessor, the ECERS-R, this new version of the ECERS covers a broad range of children’s developmental needs, including cognitive, social-emotional, physical, health, and safety. Changes in the new ECERS-3 include a greater emphasis on the role of the teacher as well as changes in the items, indicators, and procedures for conducting the observation and scoring.

The ECERS-3 Validation study collected ECERS-3 observations in over 1,000 classrooms serving 3-5 year-old children (e.g., state Pre-K, community-based child care, Head Start) in Georgia, Washington, and Pennsylvania. In a subset those classrooms (n = 119), Classroom Assessment Scoring System Pre-K (CLASS; Pianta, LaParo, & Hamre, 2008) observations and pre/posttest child assessment data were also collected.

Detailed methods can be found at: Early, D. M., Sideris, J., Neitzel, J., LaForett, D. R., & Nehler, C. G. (2018). Factor structure and validity of the Early Childhood Environment Rating Scale – Third Edition (ECERS-3). Early Childhood Research Quarterly, 44, 242–256. http://dx.doi.org/10.1016/j.ecresq.2018.04.009
Funding Sources:  View help for Funding Sources Institute for Education Sciences, US Department of Education (R305A150109)

Scope of Project

Geographic Coverage:  View help for Geographic Coverage Washington state, Georgia, Pennsylvania
Time Period(s):  View help for Time Period(s) 9/1/2015 – 6/30/2016 (Fall 2015 - Spring 2016)
Collection Date(s):  View help for Collection Date(s) 9/1/2015 – 6/30/2016
Data Type(s):  View help for Data Type(s) observational data; other; survey data
Collection Notes:  View help for Collection Notes Detailed methods can be found at: Early, D. M., Sideris, J., Neitzel, J., LaForett, D. R., & Nehler, C. G. (2018). Factor structure and validity of the Early Childhood Environment Rating Scale – Third Edition (ECERS-3). Early Childhood Research Quarterly, 44, 242–256. http://dx.doi.org/10.1016/j.ecresq.2018.04.009

Methodology

Response Rate:  View help for Response Rate varied by state, see http://dx.doi.org/10.1016/j.ecresq.2018.04.009
Sampling:  View help for Sampling purposive, non-representative
Collection Mode(s):  View help for Collection Mode(s) coded on-site observation; cognitive assessment test; on-site questionnaire; self-enumerated questionnaire
Scales:  View help for Scales
    Early Childhood Environment Rating Scale-3rd Edition (ECERS-3; n = 1,063)

    Classroom Assessment Scoring System - PreK (CLASS Pre-K; n = 119; subset of ECERS-3 classrooms)

    Child assessment battery (575 children from the 119 classrooms with CLASS observations; administered two times at the start and end of the school year)
    Woodcock Johnson IV Picture Vocabulary
    Woodcock Johnson IV Letter Word
    Woodcock Johnson IV Applied Problems
    Head-Toes-Knees-Shoulders (measure of executive function)
    Devereux Early Childhood Assessment Preschool Program, 2nd Edition) (teacher report of children’s social skills)

Weights:  View help for Weights none
Unit(s) of Observation:  View help for Unit(s) of Observation classrooms, children

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V1 [2019-05-14]

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