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More than 8,000 children from 1,255 pre-kindergarten classrooms were followed longitudinally for one year. Intentional instruction, an early literacy focus, and professional development served as key predictors of kindergarten outcomes. Latent profile analysis classifies programs into groups with high quality-high outcomes, low quality-low outcomes, or low quality-high outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/an-empirically-based-statewide-system-for-identifying-quality-pre-kindergarten-programs-602413/602413/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/an-empirically-based-statewide-system-for-identifying-quality-pre-kindergarten-programs-602413/602413.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the statewide system measure to identify quality pre-kindergarten programs?","Question",{"text":112,"@type":113},"It links pre-kindergarten program information with children’s school readiness scores to certify classrooms as promoting school readiness.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which pre-kindergarten quality indicators predict kindergarten outcomes?",{"text":117,"@type":113},"Intentional instruction, an early literacy focus, and professional development are identified as key predictors.",{"name":119,"@type":110,"acceptedAnswer":120},"How were pre-kindergarten classrooms grouped based on quality and outcomes?",{"text":121,"@type":113},"A latent profile analysis identified groups with high quality and high kindergarten outcomes, low quality and low outcomes, or low quality but high outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602413,1792612827,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal | |\n| --- | --- |\n| Arizona State University |  |\n| Volume 20 Number 17 June 20, 2012 ISSN 1068-2341 |  |\n\nAn Empirically-based Statewide System for Identifying Quality Pre-Kindergarten Programs  \nJeffrey M. Williams  \nSusan H. Landry  \nJason L. Anthony  \nPaul R. Swank  \nApril D. Crawford  \nUniversity of Texas Health Science Center Houston  \nCitation: Williams, J. M., Landry, S. H., Anthony, J. L., Swank, P. R., & Crawford, A. D. (2012) . An Empirically-based Statewide System for Identifying Quality Pre-Kindergarten Programs. Education Policy Analysis Archives, 20 (17). Retrieved [date], from [http://epaa.asu.edu/ojs/article/view/1014](http://epaa.asu.edu/ojs/article/view/1014)  \n[Abstract:](Abstract: This study presents an empirically-based statewide system that links information about)[ This study presents an empirically-based statewide system that links information about](Abstract: This study presents an empirically-based statewide system that links information about)[ ](Abstract: This study presents an empirically-based statewide system that links information about)[pre-kindergarten programs with children](pre-kindergarten programs with children)’[s](s) school readiness scores to certify pre-kindergarten classrooms as promoting school readiness. Over 8,000 children from 1,255 pre-kindergarten classrooms were followed longitudinally for one year. Pre-kindergarten quality indicators of intentional instruction, an early literacy focus, and professional development were key predictors of kindergarten outcomes. A latent profile analysis identified pre-kindergarten classrooms that were high on pre-kindergarten quality indicators and high on kindergarten outcomes (67.3%), low on pre-kindergarten quality and kindergarten outcomes (21.3%), or low on quality but high on outcomes (11.4%). The last group of classrooms was likely to serve middle-class children and not use the state program model. This project demonstrates how a scientific approach can inform stakeholders and parents about the effectiveness of early childhood programs.  \nKeywords: preschool; kindergarten; emergent literacy; social development; school readiness;  \nquality rating system; state policy.  \nManuscript received: 05/23/2011  \nRevisions received: 11/30/2011  \nAccepted: 12/04/2011  \nIdentifying Quality Pre-Kindergarten Programs 2  \nSistema estatal basado en datos empíricos para identificar programas de educación preescolar de calidad  \nResumen: El presente estudio presenta un sistema estatal de bases empíricas que vincula la informaciónde los programas de pre-kínder con los resultados de la preparación preescolar para certificar que lossalones de pre-kínder promueven las habilidades básicas para la escuela primaria. M ás de 8,000 niños de 1,255 salones de pre-kínder fueron monitoreados longitudinalmente por un año. Tres indicadores de la calidad en pre-kínder: instrucción intencional, foco en alfabetización temprana y desarrollo profesional- , fueron claves para predecir los resultados en kínder. Un análisis de perfil latente identificó los salones de pre-kínder con buenos resultados en los indicadores de calidad y en los resultados de kínder (67.3%), alos salones bajos en la calidad de pre-kínder y en los resultados de kínder (21.3%), y a los salones bajos en calidad pero altos en resultados (11.4%) . Este último grupo de salones eran los más probables deatender a niños de clase media y de no usar el programa modelo del estado. Este proyecto demuestracómo un enfoque científico puede dar información a los padres y a las partes interesadas sobre laefectividad de los programas de educación preescolar.  \nPalabras clave: pre-escolar; kindergarten; alfabetización emergente; desarrollo social; adecuación para escolaridad; sistema de medición de calidad; política de estado.  \nSistema estatal com base em dados empíricos para identificar programas de qualidade préescola","cbCaiszcxsdiS8YZ","https://ap.wps.com/l/cbCaiszcxsdiS8YZ","pdf",787782,36,"English","# Introduction\n## Statewide system linking pre-kindergarten quality to school readiness\n## Longitudinal outcomes and quality indicators\n## Latent profile analysis of program classroom groups","[{\"question\":\"What does the statewide system measure to identify quality pre-kindergarten programs?\",\"answer\":\"It links pre-kindergarten program information with children’s school readiness scores to certify classrooms as promoting school readiness.\"},{\"question\":\"Which pre-kindergarten quality indicators predict kindergarten outcomes?\",\"answer\":\"Intentional instruction, an early literacy focus, and professional development are identified as key predictors.\"},{\"question\":\"How were pre-kindergarten classrooms grouped based on quality and outcomes?\",\"answer\":\"A latent profile analysis identified groups with high quality and high kindergarten outcomes, low quality and low outcomes, or low quality but high outcomes.\"}]","An Empirically-based Statewide System for Identifying Quality Pre-Kindergarten Programs | PDF",1792094633,91]