A Study of the K–3 Classroom: District-Level Differences in Quality and Time Use

• In Event: Program Evaluation in Schools: Looking Across the Early Childhood Continuum

Abstract

Classroom quality data can be used to inform practices and improve the teaching and learning in classrooms (e.g., Pianta, et al., 2008). While this work is consistently conducted in preschools (e.g., Weiland & Yoshikawa, 2013; Frede, Barnett, Jung, Lamy & Figueras-Daniel, 2010) to evaluate the effectiveness of programs, moving evaluation of programs into kindergarten to grade three (K-3) on a large scale to inform policy is a less-established practice. As states continue to work toward informed policy making focused on preschool to grade three systems (Atchison, Diffey, and Workman, 2016; Kagan & Kauerz, 2016; Kaurez & Coffman, 2013), state-wide classroom evaluations across the early childhood continuum are necessary to ensure coordination and alignment in curriculum and instruction across and between the early childhood continuum.
This study aimed to examine classroom quality in K-3 across a variety of districts in one state. We studied 20 districts that varied by: (1) District Factor Group (A-J) which represents an approximate measure of the community socioeconomic status (SES), (2) size, (3) make-up (K-12, PreK-8, etc.), and (4) location in the state (North, Central, South). Quality was measured using three tools. In 123 classrooms, we administered The Classroom Assessment Scoring System (CLASS; Pianta, LaParo & Hamre, 2008) and the Assessment of Practices in Early Elementary Classrooms (APEEC; Hemmeter, Maxwell, Ault & Schuster, 2001), each using a 7-point scale. In 93 of these classrooms, we administered the EduSnap (Ritchie, Weiser, Mason, & Holland, 2015). These three measures provided a comprehensive look at the environment, teaching practices, interactions, and time children spent with the teacher. Descriptive analyses demonstrate typical results using CLASS (CASTL, n.d.): higher scores (5.23 and 5.38) on Emotional Support and Classroom Organization domains with considerably lower scores (2.68) on the Instructional Support domain. The mean overall classroom score on the APPEC was 3.89 which places the results between the “minimal” and “good” rating for developmental appropriateness on a 7-point scale. Time use (EduSnap) showed that students in K-3 spent their time as follows: 44% whole group, 16% transitions, 25% individual work, 5% small group with teacher, 5% group work with classmates, 3% choice of activities, and 2% snack.
Analyses reveal that there are significant differences in means on CLASS and APEEC across districts. However, the differences in quality were not related to the characteristics in which the districts differed: DFG, size, make-up, or location of the district. The use of time in the classroom showed no significant differences by district.
Despite classroom how time is used looking the same across districts, significant differences occur in other measures of quality. Deeper examination of district-level factors is needed to explain the patterns in two of the three quality measures. The state department of education is currently using these data to inform professional learning, policies, and supports that must be differentiated based on individual district outcomes. This is a strong reminder for states that moving toward a system of alignment and cohesion of the complete early childhood birth through grade three system will require differentiation of supports.

Authors

• Shannon Eileen Ayers, The Nicholson Foundation

• Alexandra Figueras-Daniel, Rutgers University

• Sharon Ryan, Rutgers University

• Nicole DiCrecchio, National Institute for Early Education Research