If you’ve ever attended a CLASS Observation Training, you’ve heard the trainer state that the CLASS is a valid tool for measuring the efficacy to teacher-child interactions: that classroom quality, as measured by the CLASS, predicts positive developmental and academic outcomes for children (predictive validity). Specifically, children who attend classrooms with higher CLASS scores demonstrate better social and academic outcomes than their peers in classrooms that were not rated as highly.
You may have wondered, “What is the research behind the CLASS? How can they state so confidently that the CLASS works?” If so, you are in luck! Teachstone is excited to release our paper titled, “Effective Teacher-Child Interactions: A Summary of the Research on the Classroom Assessment Scoring System (CLASS) Pre-K through Third Grade.” This paper reviews over 150 peer reviewed research studies that examined the use of CLASS in pre-K and third-grade classrooms in the U.S. In addition to confirming that the CLASS has predictive validity, they also show that targeted CLASS-based professional development helps teachers improve their interactions with children, leading to improved child outcomes. It’s pretty neat stuff!
To read this paper and learn more, click here. Happy reading. You can also watch our webinar "Research for Real People" that discusses the paper. If you have any questions, feel free to email me at email@example.com.
If you are wondering about the other age levels of the CLASS, rest assured that we were working on collecting and analyzing studies on these age levels as well.
As fall breezes sweep in and the smell of freshly sharpened pencils fill the air, we know lots of teachers are making their own new year’s resolutions. After all, when better to reflect on your practice and set new intentions than at the beginning of the academic calendar? Maybe teachers are creating goals that center on social-emotional learning, or they’re recommitting to building strong relationships with their students. Whatever the goal, a 2013 study shows us the value in getting an early start.
Welcome to our newest blog series dedicated to the research and reports Teachstone is reading and thinking about.
For our first post in this series, we’re looking at exclusionary disciplinary practices with new eyes as states are submitting their ESSA plans. The Every Student Succeeds Act requires states to discuss how they will help local education agencies reduce their overuse of exclusionary discipline practices. These are actions like suspensions or expulsions that send students out of classrooms. Not only do exclusionary discipline practices negatively affect school climate (something we care a lot about here at Teachstone!), evidence shows that students of color, particularly Black students, are disproportionately on the receiving end.
This spring we released a new research paper, "Effective Teacher-Child Interactions and Child Outcomes." It summarizes what 150 peer review studies have to say about CLASS. In conjuction, we designed a handy infographic with a few key points and stats from the paper. You'll also find a few facts about Teachstone. Enjoy!
Research has long examined the different ways in which students gain from early childhood education, but two new studies from Tulsa have shown some new areas of gains in Head Start Programs, as well as school readiness gains being closely predicted by the CLASS tool. While variation between classes and schools continue to be a problem in early childhood education outcomes, CLASS is driving schools towards greater success.