National Center for Early Development and Learning Multistate Study of Pre-Kindergarten, 2001-2003

Clifford, Dick; Bryant, Donna; Burchinal, Margaret; Barbarin, Oscar A.; Early, Diane M.; Howes, Carollee; Pianta, Robert C.; Winton, Pam

doi:10.3886/icpsr04283

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“…The public‐use version of the data from the National Center for Early Development (NCEDL) and Learning Multi‐State Study of Pre‐Kindergarten 2001–2003 (Clifford et al., ) was used for the longitudinal analysis reported below. The NCEDL study examined the prekindergarten programs of six states: California, Illinois, New York, Ohio, Kentucky, and Georgia.…”

Section: Methodsmentioning

confidence: 99%

“…This article investigates a classroom measurement instrument for early mathematics development with respect to a sample of preschool children (Clifford et al., ). In particular, a statistical model for estimating growth trajectories within an item response theory (IRT) model is employed to examine early mathematics development from a learning progressions perspective.…”

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confidence: 99%

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Longitudinal Analysis of Early Mathematics Learning

Camilli

Kim

2018

Educational Measurement

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The trend in mathematics achievement from preschool to kindergarten is studied with a longitudinal growth item response theory model. The three measurement occasions included the spring of preschool and the spring and fall of kindergarten. The growth trend was nonlinear, with a steep drop between spring of preschool and fall of kindergarten. The modeling results provide validation for the argument that a classroom assessment in mathematics can be used to assess developmental skill levels that are consistent with a theory of early mathematics acquisition. The statistical model employed enables an effective illustration of overall gains and individual variability. Implications of the summer loss are discussed as well as model limitations.

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Section: Methodsmentioning

confidence: 99%

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confidence: 99%