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The work highlights assessment data for understanding organizational climate, structures, and workplace conditions, and introduces the Early Education Essentials tool, shaped on the Five Essentials Framework. A validation study analyzes surveys and related administrative and observational data to evaluate reliability, internal validity, DIF, sensitivity, and links between survey scores and teaching-learning 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/winter-2019-research-notes-measuring-organizational-conditions-for-improving-quality/585463/",{"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/winter-2019-research-notes-measuring-organizational-conditions-for-improving-quality/585463.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the Early Education Essentials tool?","Question",{"text":112,"@type":113},"It examines program conditions that affect early childhood education instructional and emotional quality by measuring six dimensions of quality.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected in the validation study?",{"text":117,"@type":113},"Two survey sets were administered in a Midwestern city for teachers/staff and parents/guardians, alongside administrative attendance data and classroom observations using CLASS.",{"name":119,"@type":110,"acceptedAnswer":120},"Which survey characteristics were evaluated in the results?",{"text":121,"@type":113},"Reliability, internal validity, differential item functioning (DIF), and sensitivity across sites were assessed, and some outcomes were linked to CLASS scores for key support dimensions.","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},585463,1792054809,{"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":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"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":129,"read_time":24,"preview_page_count":4},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","WINTER  \n2019  \nResearch Notes  \nMeasuring Organizational Conditions for Improving Quality  \nLeaders, policymakers, and systems developers seek to improve early childhood programs through data driven decision-making. Data can be useful for informing continuous quality improvement efforts at the classroom and program level and for creating support for workforce development at the system level. Early childhood program leaders use assessments to help them understand their programs’ strengths and to draw attention to where supports are needed.  \nAssessment data is particularly useful in understanding the complexity of organizational climate and the organizational conditions that lead to successful outcomes for children and families. Several tools are available for program leaders to assess organizational structures, processes, and workplace conditions, including:  \n􀂃 Preschool Program Quality Assessment (PQA)¹  \n􀂃 Program Administration Scale (PAS)²  \n􀂃 Child Care Worker Job Stress Inventory (ECWJSI)³  \n􀂃 Early Childhood Job Satisfaction Survey (ECJSS)4  \n􀂃 Early Childhood Work Environment Survey (ECWES)5  \n􀂃 Supportive Environmental Quality Underlying Adult Learning (SEQUAL)6  \nThe Early Education Essentials is a recently developed tool to examine program conditions that affect early childhood education instructional and emotional quality.It is patterned after the Five Essentials Framework,7 which is widely used to measure instructional supports in K-12 schools. The Early Education Essentials measures six dimensions of quality in early childhood programs:  \n1. Effective instructional leaders  \n2. Collaborative teachers  \n3. Supportive environment  \n4. Ambitious instruction  \n5. Involved families  \n6. Parent voice  \nA recently published validation study for the Early Education Essentials8 demonstrates that it is a valid and reliable instrument that can be used to assess early childhood programs to improve teaching and learning outcomes.  \nMETHODOLOGY  \nFor this validation study, two sets of surveys were administered in one Midwestern city; one for teachers/staff in early childhood settings and one for parents/guardians of preschool-aged children. A stratified random sampling method was used to select sites with an oversampling for the percentage of children who spoke Spanish. The teacher surveys included 164 items within 26 scales and were made available online for a three-month period in the public schools. In community-based sites, data collectors administered the surveys to staff. Data collectors also administered the parent surveys in all sites.  \nThe parent survey was shorter, with 54 items within nine scales. Rasch analyses was used to combine items into scales. In addition to the surveys, administrative data were analyzed regarding school attendance. Classroom observational assessments were performed to measure teacher-child interactions.The Classroom Assessment Scoring SystemTM (CLASS)9 was used to assess the interactions.  \nEarly Education Essentials surveys were analyzed from 81 early childhood program sites (41 school-based programs and 40 community-based programs), serving 3-and 4-year old children. Only publicly funded programs (e.g., state-funded preschool and/or Head Start) were included in the study.The average enrollment for the programs was 109 (sd = 64); 91% of the children were from minority backgrounds; and 38% came from non-English speaking homes. Of the 746 teacher surveys collected, 451 (61%) were from school-based sites and 294 (39%) were from community-based sites.There were 2,464 parent surveys collected (59% school; 41% community). About one-third of the parent surveys were conducted in Spanish.  \nData were analyzed to determine reliability, internal validity, group differences, and sensitivity across sites. Child outcome results were used to examine if positive scoreson the surveys were related to desirable outcomes forchildren (attendance and teacher-child interactions). Hierarchical linear modeling (","cbCaiiHv3HbeQH67","https://ap.wps.com/l/cbCaiiHv3HbeQH67","pdf",126608,"English","# Research Notes\n## Tool overview: Early Education Essentials\n## Methodology\n## Results","[{\"question\":\"What is the purpose of the Early Education Essentials tool?\",\"answer\":\"It examines program conditions that affect early childhood education instructional and emotional quality by measuring six dimensions of quality.\"},{\"question\":\"How was data collected in the validation study?\",\"answer\":\"Two survey sets were administered in a Midwestern city for teachers/staff and parents/guardians, alongside administrative attendance data and classroom observations using CLASS.\"},{\"question\":\"Which survey characteristics were evaluated in the results?\",\"answer\":\"Reliability, internal validity, differential item functioning (DIF), and sensitivity across sites were assessed, and some outcomes were linked to CLASS scores for key support dimensions.\"}]","WINTER 2019 - Research Notes - Measuring Organizational Conditions for Improving Quality | PDF"]