Investigating Classroom Quality in a Head Start Context: A Mixed-Methods Approach

• In Event: Saturday Roundtable Session 3:05 pm
  In Roundtable Session: New Evidence on the Association Between Learning Environment and Child Outcomes (Table 6)

Abstract

Our study utilizes a mixed methods approach to understand quality in the Head Start context. Teachers in the northeastern portion of the United States participated in an electronic survey about classroom quality, and a smaller subsample participated in semi-structured interviews to provide a more nuanced understanding of teachers’ definitions of quality. Findings suggest there is not a consistent relationship between teachers’ demographic characteristics and their ratings quality. However, preliminary qualitative results suggest teachers generally have a similar definition of quality compared with Head Start’s definition. Teachers are key to delivering Head Start services as they are intended, so findings from this study could help inform policies and practices related to Head Start’s quality standards.

Author

• Cara L. Kelly, University of Oklahoma