Research leading to the current version of the CLASS tool began in 1991 as a part of the NICHD Study of Early Child Care and Youth Development, which examined the influence of early environments and classroom processes on the development of children from a variety of family backgrounds. Study findings clearly indicated that classroom processes impact student outcomes (NICHD EECRN, 2002; Pianta et al., 2005).
With this knowledge, the research team further refined the initial observational tool (the Classroom Observation System: COS) for use in the National Center for Early Development and Learning (NCEDL) study. This large-scale study examined the quality of publicly funded preschool programs to learn how variations in quality impacted children’s academic and social outcomes.
¿Sabías que CLASS se utiliza en más de 30 países alrededor del mundo? Estudios a nivel mundial han demostrado que CLASS es una herramienta válida en diversos contextos culturales. Nos da gusto lanzar un blog internacional llamado Punto de Mira, el cual está dedicado a destacar el uso global de CLASS. Si vives fuera de los Estados Unidos y te interesa compartir la experiencia de tu implementación de CLASS en nuestro blog, por favor, contacte a Lorena Sernett, gerente de cuentas internacionales de Teachstone.
Did you know that CLASS is now being used in more than 30 countries across the globe? Research studies worldwide have already shown that CLASS has been validated in varying cultural contexts. We are excited to launch an internationally-focused blog on CLASS use around the world called Country Spotlight. If you live in a country outside the United States and would like to submit a blog about your CLASS implementation, please contact Lorena Sernett, Teachstone's international account manager.
There are many systems and tools available for programs to in their assessment and quality improvement. Some measure similar things and some measure very different things. Depending on your program goals, you may feel that one assessment tool is all you need, while others may feel that they need to use several tools.
This is why we are thrilled to be part of a true collaboration: a jointly produced document providing an overview of the alignment between the domains of the pre-K CLASS measure and the NAEYC Accreditation for Programs Serving Young Children (NAEYC Accreditation) standards and criteria.
As I began to delve into the results of our first-ever State of CLASS survey data, I thought, “Am I about to be out of a job?”
Immediately I noticed that our users are “doing CLASS” the right way. Not only do they have lots of experience—both in early childhood and with the CLASS tool—but they’ve taken that experience, paired it with what they know to be best practice, and are implementing CLASS just as it was intended: as a tool to measure the effectiveness of classroom interactions and as a way to improve teacher practice and drive children’s learning.
A recent report from the Center for American Progress (CAP), Examining Teacher Effectiveness Between Preschool and Third Grade, examined inequities between children from poor and higher income families on key features of programs, but may have inadvertently confounded the field’s understanding of the forms of program quality that are structural in nature (e.g., teacher credentials) and those that reflect the actual classroom processes (e.g., teacher-student interactions) that more directly contribute to student learning. The CAP report argues that because process measures require a substantial amount of human capital to administer, this may outweigh the value of their use at scale.
The commentary on the TNVPK evaluation continues. Study authors Farran and Lipsey wrote a pushback piece addressing critics’ claims that the study findings are due to the poor quality of TNVPK programs. They also laud the TNVPK program as being among the nation’s highest quality models. Now we’re on my favorite topic: quality.
I spent last weekend on a cabin trip in the mountains with a few family members, including my four-year-old nephew. We planned so many activities (kayaking! board games! frisbee!), but once he got his hands on dad’s iPad, I could barely get a word out of him (let alone entice him with a game of Go Fish). As an aunt, I understand how technology can discourage effective interactions—and sometimes I just want to throw the iPad out the window! But I also know that we have just as much chance of curbing kids’ fascinations with hand-held devices as we do of getting the average adult to turn off their cell phone. Given this reality, I think we need to work with, rather than against, technology by taking advantage of children’s natural curiosity for all things electronic.