Researchers reviewed several widely used assessments and their relation to each other and to child outcomes. Particular attention was given to purposes for assessment, psychometric properties, inter-rater reliability, applicability of measures across ages, and content and cross-cultural validity.
While several classroom observation methods have been shown to predict later child outcomes, classroom features and experiences still accounted for far less of child variability than family characteristics did. Despite the modest sizes of the associations between child care quality and child outcomes, quality measures consistently and significantly confirmed these links. Further development of quality measurement tools is warranted.
Report Title: Observational Measures of Quality in Center-Based Early Care and Education Programs http://www.acf.hhs.gov/programs/opre/cc/childcare_technical/reports/observe_measures.pdf
Agency Sponsor: ACF-OPRE, Office of Planning, Research and Evaluation
Federal Contact: Ivelisse Martinez-Beck, 202-690-7885
Performer: Child Trends
Record ID: 9773 (Report completed December 15, 2010)