280 likes | 289 Views
This study examines the quality of New Jersey's preschool classrooms using PCMI (math), SELA (literacy), and ECERS evaluations by William Paterson University in 2008. Results show improvements in literacy and mathematics scores from 2005 to 2009. The study assesses supports for early literacy, print/book concepts, phonological awareness, math materials, activities/interactions, and overall classroom environment using various rating scales. The ECERS-R subscale scores indicate the lowest and highest aspects of classroom activities.
E N D
The Evaluation of Quality of NJ’s Preschool Classrooms 2009 NJ Office of Preschool Education
Classroom Evaluations, 2008 A random, Abbott-wide sample of 12% or 315 classrooms (out of 2,852) were evaluated using the PCMI (math), SELA (literacy), and ECERS. William Paterson University conducted the evaluations.
The Supports for Early Literacy Assessment1 = low quality2 = poor quality3 = fair quality4 = good quality5 = ideal quality2005 STATEWIDE AVERAGE SCORE: 3.422006 STATEWIDE AVERAGE SCORE: 3.462007 STATEWIDE AVERAGE SCORE: 3.502008 STATEWIDE AVERAGE SCORE: 3.822009 STATEWIDE AVERAGE SCORE: 3.93
The Preschool Classroom Mathematics Inventory1 = low quality2 = poor quality3 = fair quality4 = good quality5 = ideal quality2005 STATEWIDE AVERAGE SCORE: 2.472006 STATEWIDE AVERAGE SCORE: 2.292007 STATEWIDE AVERAGE SCORE: 2.232008 STATEWIDE AVERAGE SCORE: 2.622009 STATEWIDE AVERAGE SCORE: 2.74
The Early Childhood Environment Rating Scale-Revised Results 1= Inadequate 3= Minimal 5= Good 7= Excellent 2005 STATEWIDE AVERAGE SCORE: 4.77 2006 STATEWIDE AVERAGE SCORE: 4.81 2007 STATEWIDE AVERAGE SCORE: 5.03 2008 STATEWIDE AVERAGE SCORE: 5.20 2009 STATEWIDE AVERAGE SCORE: 5.23