Using the Classroom Assessment Scoring System in a Statewide Evaluation of 21st CCLC Afterschool Programs

Principal Investigator(s): View help for Principal Investigator(s) Joel Hektner, North Dakota State University

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Codebook.docx	application/vnd.openxmlformats-officedocument.wordprocessingml.document	38.7 KB	01/11/2024 05:31:AM
Hektner et al SESI data.csv	text/csv	6.7 KB	01/11/2024 05:32:AM
Hektner et al SESI data.sav	application/x-spss-sav	10.1 KB	12/09/2023 04:00:AM

Project Citation:

Hektner, Joel. Using the Classroom Assessment Scoring System in a Statewide Evaluation of 21st CCLC Afterschool Programs. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2024-01-11. https://doi.org/10.3886/E195465V1

Project Description

Summary: To evaluate staff-child interactions in 21st Century Community Learning Centers, the Classroom Assessment Scoring System (CLASS) was used in observations of 25 sites across one midwestern state. 21st CCLCs are federally funded afterschool programs particularly for students who attend high-poverty and low-performing schools. Results showed that use of the CLASS in these learning environments was feasible with minor adaptations, and that the programs provided emotional support and classroom organization at high levels, comparable to previous studies of regular school classrooms. Levels of instructional support, including concept development, quality of feedback, and language modeling, were weak and slightly lower than those found in regular classrooms, although sessions focused on science were significantly higher. Results will be used to focus staff training.

Funding Sources: North Dakota Department of Public Instruction

Scope of Project

Subject Terms: Education; Program Evaluation; Observation; Afterschool; Emotional Support; Classroom Organization; Instructional Support

Geographic Coverage: North Dakota

Time Period(s): 2021 – 2023

Collection Date(s): 2021 – 2023

Universe: Kindergarten to third grade students in North Dakota (United States) afterschool programs.

Data Type(s): observational data

Collection Notes: Two observers conducted each observation, achieving high reliability. At each site, observers observed for 20 minutes, taking notes on all interactions between staff and students. Then they spent 10 minutes reviewing their notes and determining a score for each of the 10 CLASS dimensions. They then repeated that cycle one more time. Doing only two observation cycles per session was an adaptation necessitated by the shortened hours of afterschool programs. Both structured activities and unstructured free time were observed, as well as transitions.

Methodology

Response Rate: Not applicable. All sites contacted for observation were observed.

Sampling: As part of a statewide evaluation of 21st CCLCs, a minimum of 2 sites were observed from each of 9 regions of North Dakota in the United States, resulting in 30 site observations.

Data Source: Primary observational data collection.

Collection Mode(s): coded on-site observation

Scales: 10 CLASS Dimension Scores were assessed by using a 7 point scale based on observed indicators (1=Low range 2= Low range with some middle 3=Middle Range with some low 4=Middle Range 5=Middle Range with some high 6=High Range with some middle 7=High Range).
Emotional Support domain was created by using the mean of 4 dimension scores: Positive climate, Negative climate (reversed), Teacher Sensitivity, and Regard for Student Perspectives.
Classroom Organization domain was created by using the mean of 3 dimension scores: Behavior Management, Productivity, and Instructional Learning Formats.
Instructional Support domain was created by using the mean of 3 dimension scores: Concept Development, Quality of Feedback, and Language Modeling.
See Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System Manual K-3. Teachstone.

Weights: None.

Unit(s) of Observation: Observation Cycle

Geographic Unit: Site

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V1 [2024-01-11]

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