Identifying Thresholds on the ECERS-R (Early Childhood Environment Rating Scale-Revised) in Relation to Children’s Social and Academic Outcomes

• In Event: Social and Academic Adjustment in Early Childhood

Abstract

Using data from the Early Childhood Longitudinal Study--Birth Cohort, this study used a non-parametric method (generalize additive mixed modeling) to examine whether there were threshold effects on the on the Early Childhood Environment Rating Scale-Revised (ECERS-R) in relation to children’s academic and social outcomes. We found that the relationships between ECERS-R and outcomes were not linear, as there was evidence of leveling-off effects for math skills. In addition, there was evidence that a minimum level of ECERS-R score needed to be exceeded before a positive relationship between ECERS-R and prosocial skills could be observed.

Authors

• Vi-Nhuan Le, RAND Corporation

• Claude Messan Setodji, RAND Corporation

• Diana Schaack, University of California - Berkeley