[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591082-105":59,"doc-detail-591082-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","variability-in-preschool-class-scores-and-childrens-school-readiness","Variability in Preschool CLASS Scores and Children’s School Readiness","","Examining how Classroom Assessment Scoring System (CLASS) scores fluctuate during a single observational day, this study uses data from a state-funded prekindergarten evaluation of 684 low-income children. Teacher-child interactions across Emotional Support, Classroom Organization, and Instructional Support show moderate stability. Mean Classroom Organization relates positively to math, while variability in Classroom Organization associates negatively with literacy; mean Instructional Support links negatively with language. Controlling for mean CLASS scores and state QRIS quality, results inform how CLASS variability can guide policy and professional development decisions.",{"@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/variability-in-preschool-class-scores-and-childrens-school-readiness/591082/",{"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/variability-in-preschool-class-scores-and-childrens-school-readiness/591082.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does CLASS measure in preschool classrooms?","Question",{"text":112,"@type":113},"CLASS assesses teacher-child interactions across Emotional Support, Classroom Organization, and Instructional Support, reflecting classroom process quality.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How stable are CLASS scores during a single day in preschool?",{"text":117,"@type":113},"Teacher-child interactions across all three CLASS domains were moderately stable over the observational period within a single day.",{"name":119,"@type":110,"acceptedAnswer":120},"How is CLASS variability related to children’s school readiness outcomes?",{"text":121,"@type":113},"Mean Classroom Organization was positively related to math, while variability in Classroom Organization was negatively related to literacy; mean Instructional Support was negatively associated with language.","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},591082,1792105304,{"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":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","AERA Open  \nJanuary-December 2021, Vol. 7, No. 1, pp. 1–19 DOI: 10. 1177/23328584211038938  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2021. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nVariability in Preschool CLASS Scores and Children’s School Readiness  \nJennifer K. Finders  \nAdassa Budrevich  \nRobert J. Duncan  \nDavid J. Purpura  \nJames Elicker  \nSara A. Schmitt  \nPurdue University  \nThe Classroom Assessment Scoring System (CLASS) is a widely administered measure of classroom quality that assesses teacher-child interactions in the domains of Emotional Support, Classroom Organization, and Instructional Support. We use datafrom an evaluation of state-funded prekindergarten provided to 684 children from families with low incomes (Mage = 57.56 months, 48% female) to examine the extent to which CLASS scores vary over the course of an observational period within a single day and investigate whether this variability is related to children’s school readiness at the end of the preschool year, holding constant two additional measures of quality. Teacher-child interactions in all three domains were moderately stable. Mean Classroom Organization was positively related to math, and variability in Classroom Organization was negatively related to literacy. Mean Instructional Support was negatively associated with language. Findings have implications for programs that utilize the CLASS to make high-stakes decision and inform professional development.  \nKeywords: classroom quality, preschool, teacher-child interactions, school readiness, educational policy, evaluation  \nIncome disparities in children’s school readiness skills are key contributors to pervasive achievement gaps (Burchinalet al., 2011; Durham et al., 2007; von Hippel et al. , 2018) . Policy efforts concerning early childhood education (ECE), such as increasing access to state-funded prekindergarten programs implemented within Quality Rating and Improvement Systems (QRIS), have been initiated to support school readiness skills and close achievement gaps (Barnett et al. , 2018) . One specific feature of such programs that is intended to promote children’s learning is high-quality teacher-child interactions (Sabol & Pianta, 2015). However, effects of teacher-child interactions on children’s outcomes, as measured by the widely used Classroom Assessment Scoring System (CLASS), are consistently small (Keys et al., 2013; Perlman et al., 2016) or null (GuerreroRosada et al., 2021) . Recent work has begun to reconsider the ways in which CLASS scores are utilized in analyses (e.g., Hatfield et al., 2016) . For instance, researchers argue that scores in the mid-range of the CLASS may not be picking up on meaningful differences in the quality of children’s experiences (Burchinal, 2018), and capturing subtle inconsistencies in teacher-child interactions over the course of a day may be a more sensitive indicator than average levels of quality (Brock et al., 2018; Curby et al., 2013). Yet the consequences of variable teaching practices during the preschool  \nyear have not been fully explored across CLASS domainsand school readiness outcomes, leaving unanswered questions as to how a predominant measure of quality can be used most effectively to inform professional development and policy. The present study begins to fill this gap by analyzing the links between variability in the CLASS domains of Emotional Support, Classroom Organization, and Instructional Support and growth in literacy, language, and math in preschool among a sample of children from families with low incomes. Importantly, analyses control for two additional measures of quality (mean CLASS scores and state QRIS scores) to determine whether variability emerges as a distinct indicator of quality and predictor of outcomes.  \nPreschool Classroom Quality and the CLASS  \nClassroom quality in EC","cbCaieGbEwf8EfmI","https://ap.wps.com/l/cbCaieGbEwf8EfmI","pdf",523722,"English","# Variability in Preschool CLASS Scores and Children’s School Readiness\n## Preschool Classroom Quality and the CLASS","[{\"question\":\"What does CLASS measure in preschool classrooms?\",\"answer\":\"CLASS assesses teacher-child interactions across Emotional Support, Classroom Organization, and Instructional Support, reflecting classroom process quality.\"},{\"question\":\"How stable are CLASS scores during a single day in preschool?\",\"answer\":\"Teacher-child interactions across all three CLASS domains were moderately stable over the observational period within a single day.\"},{\"question\":\"How is CLASS variability related to children’s school readiness outcomes?\",\"answer\":\"Mean Classroom Organization was positively related to math, while variability in Classroom Organization was negatively related to literacy; mean Instructional Support was negatively associated with language.\"}]","Variability in Preschool CLASS Scores and Children’s School Readiness | PDF",1792071082,48]