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.v2

Cited by 4 publications

(6 citation statements)

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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, 2009 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, 2009). 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%

mentioning

confidence: 99%

Longitudinal Analysis of Early Mathematics Learning

Camilli

Kim

2018

Educational Measurement

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“…Participants Data for the current study were obtained from the kindergarten cohort of the National Center for Early Development and Learning Multi-State Study of Pre-Kindergarten (NCEDL Pre-K; Clifford et al, 2005). This 3-year longitudinal study included children enrolled in preschool programs in 2001-2002 from six U.S. states (California [Los Angeles and Central Valley only], Illinois, New York [New York City and Albany area only], Ohio, Kentucky, and Georgia).…”

Section: Methodsmentioning

confidence: 99%

“…Ninety-four percent of those classrooms/teachers agreed to participate. Four children were selected randomly from each classroom (two boys and two girls), and 61% of parents of eligible children consented (see Clifford et al, 2005, for further description).…”

Section: Methodsmentioning

confidence: 99%

Teacher‐Parent Relationships and School Involvement among Racially and Educationally Diverse Parents of Kindergartners

Nzinga-Johnson

Baker²,

Aupperlee

2009

The Elementary School Journal

129

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“…The public-use version of the data from the National Center for Early Development and Learning Multi-State Study of Pre-Kindergarten 2001(Clifford et al, 2009) is used. The original study was designed to examine the effects of variations in prekindergarten and kindergarten experiences on children's social and academic outcomes.…”

Section: Data Sourcementioning

confidence: 99%

An item response theory approach to longitudinal analysis with application to summer setback in preschool language/literacy

Kim

Camilli

2014

Large-scale Assess Educ

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Background: As the popularity of classroom observations has increased, they have been implemented in many longitudinal studies with large probability samples. Given the complexity of longitudinal measurements, there is a need for tools to investigate both growth and the properties of the measurement scale.Methods: A practical IRT model with an embedded growth model is illustrated to examine the psychometric characteristics of classroom assessments for preschool children, and also to show how nonlinear learning over time can be investigated. This approach is applied to data collected for the Academic Rating Scale (ARS) in the literacy domain, which was administered on four occasions over two years. Results:The model enabled an effective illustration of overall and individual gains over two academic years. In particular, a significant de-acceleration in latent literacy skills during summer was observed. The results also provided psychometric support for the argument that ARS literacy can be used to assess developmental skill levels consistent with theories of early literacy acquisition. Conclusions: The proposed IRT approach provided growth parameters that are estimated directly, rather than obtaining these coefficients from estimated growth scores-which may result in biased and inconsistent estimates of growth parameters. The model is also capable of simultaneously representing parameters of items and persons.

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

Cited by 4 publications

References 0 publications

Longitudinal Analysis of Early Mathematics Learning

Longitudinal Analysis of Early Mathematics Learning

Teacher‐Parent Relationships and School Involvement among Racially and Educationally Diverse Parents of Kindergartners

An item response theory approach to longitudinal analysis with application to summer setback in preschool language/literacy

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