Details

Related name

• Clifford, Dick [Browse]
• Bryant, Donna [Browse]
• Burchinal, Margaret [Browse]
• Barbarin, Oscar [Browse]
• Early, Diane [Browse]
• Howes, Carollee [Browse]
• Pianta, Robert [Browse]
• Winton, Pamela J. [Browse]
• Inter-university Consortium for Political and Social Research [Browse]

Series

• ICPSR (Series) ; 4283. [More in this series]
• ICPSR 4283

Restrictions note

Use of these data is restricted to Princeton University students, faculty, and staff for non-commercial statistical analysis and research purposes only.

Summary note

The National Center for Early Development and Learning (NCEDL) Multi-State Study of Pre-Kindergarten examined the pre-kindergarten programs of six states: California, Illinois, New York, Ohio, Kentucky, and Georgia. For this study, pre-kindergarten (pre-k) included center-based programs for four-year-olds that are fully or partially funded by state education agencies and that are operated in schools or under the direction of state and local education agencies. The study had two primary purposes: 1. To describe the variations of experiences for children in pre-kindergarten and kindergarten programs in school-related settings (public schools and state-funded pre-k classrooms in community-based settings), and 2. To examine the relationships between variations in pre-kindergarten/kindergarten experiences and children's outcomes in early elementary school. The study addressed six primary groups of research questions: 1. What is the nature and distribution of education and experience of teachers and teacher assistants in pre-k public school programs? 2. What is the nature and distribution of global quality and specific practices in key areas such as literacy, math, and teacher-child relationships in a diverse sample of pre-k public school programs for four-year-olds as well as in a similarly diverse sample of kindergarten classes? 3. How do quality and practices vary as a result of child and teacher characteristics (e.g., child gender, race, home language, family income, and teacher's years of education) and classroom, program, community, and state structural variables (e.g., teacher-child ratio, funding base of the program, teacher salary, and degree of state regulation) for children with different demographic characteristics (e.g., race, gender, home language, and family income)? 4. Do quality and practice vary in relation to combinations of these variables? For example, are quality and practice a function of family poverty and teacher pay or education? 5. Can children's outcomes at the end of their pre-kindergarten year be predicted by the children's experiences in pre-k programs? Are the various dimensions of quality and/or practice differentially related to outcomes? Are these relationships constant across a population of children with different characteristics (e.g., race, gender, home language, and family income)? 6. Do pre-kindergarten program quality and practices predict children's transitions to kindergarten and children's skills at the end of the kindergarten year? Are these transitions moderated by children's characteristics, like race, gender, and family income? The six states in the study were selected based on the significant amount of resources they have committed to pre-k initiatives. States were also selected to maximize the diversity in geography, program settings (public school or community), program intensity (full day versus part day), and educational requirements for teachers. Within each state, a random sample of 40 centers/schools was selected. One classroom in each center/school was selected at random for observation, and four children in each classroom were selected for individual assessment. The children were followed from the beginning of pre-k through the end of kindergarten. In five of the six states, families were also visited in their homes. 1. Classroom Services and Specific Instructional Practices: Within the 40 classrooms in each participating state, carefully trained data collectors conducted classroom observations twice each year, while additional surveys were used to gather information from administrators/principals, teachers, and parents. Data were gathered on program services, (e.g., healthcare, meals, and transportation), program curriculum, teacher training and education, teachers' opinions of child development, and their instructional practices on subjects such as language, literacy, mathematics concepts, and social-emotional competencies. Data were also collected as to what types of steps were taken to aid children in their transitions from pre-k to kindergarten. 2. Children: Within each participating pre-k classroom, four randomly selected children were assessed using a battery of individual instruments to measure language, literacy, mathematics, and related concept development, as well as social competence. A panel of expert reviewers aided the researchers in selecting a variety of standardized and non-standardized assessments. The pre-k child assessments were conducted in the fall and spring of 2001-2002. The same children were followed into kindergarten and assessed in the fall and spring of 2002-2003 to examine whether specific practices employed by pre-k teachers made a difference in their transitions to kindergarten. 3. Families: In individual home-based interviews, information on socio-economic, socio-cultural, and familial contexts were obtained through open-ended questions, structured ratings, and videotaped parent-child interactions. Specifically, parents were asked about (1) family life as it relates to socio-economic status and socio-cultural environment, (2) family educational practices and beliefs about the comparative roles of school and family in educating children, (3) the nature and quality of the home-school relationship, and (4) their own ratings of their children's psychological development and social competence. Demographic information collected includes race, gender, family income, and mother's education level.

Notes

• Codebook available in print and electronic format.
• Title from title screen (viewed on October 3, 2006).

Type of data

Extent of collection: 1 data file + machine-readable documentation (PDF) + SAS setup file + SPSS setup file + Stata setup file + data collection instrument.

Time and place of event

• Dates of collection: 2001-2003, Fall 2001--Spring 2003.
• Time period: 2001-2003, Fall 2001--Spring 2003.

Geographic coverage

Geographic coverage: Albany (New York), California, Central Valley (California), Georgia, Illinois, Kentucky, Los Angeles, New York (state), New York City, Ohio.

Funding information

Funding agency: United States Department of Education. Institute of Education Sciences.

System details

• Mode of access: World Wide Web.
• Data format: Logical Record Length with SAS, SPSS, and Stata setup files, SAS transport (XPORT) file, and SPSS portable file.
• Extent of processing: CDBK.ICPSR/ DDEF.ICPSR/ MDATA.PR/ RECODE/ REFORM.DATA/ REFORM.DOC.

Methodology note

• Mode of data collection: coded video observation; coded on-site observation; self-enumerated questionnaire; cognitive assessment test; face-to-face interview.
• Sample: the pool of potential sites was limited to 19 states that served 15 percent or 15,000 four-year-olds. That pool was reduced to six states chosen to represent diversity in length of program day, teacher credentialing requirements, program locales (in schools versus in community settings), and geography. After state selection, 20 zip codes from each state/region were randomly chosen, two sites were randomly chosen from each of those, one pre-k classroom was randomly selected from each selected site, and four pre-k children were randomly selected from each of those classrooms. Program sites in California were limited to 20 in the greater Los Angeles area and 20 in the Central Valley area, while selection sites in New York were similarly limited to 20 in New York City and 20 within a 50-mile radius of Albany.
• Universe: children old enough for kindergarten in fall 2002, who did not have an Individualized Education Plan, who spoke competent English or Spanish, and who were enrolled in center-based programs for four-year-olds that were fully or partially funded by state education agencies and that were operated in schools or under the direction of state and local education agencies within six selected states: California, Illinois, New York, Ohio, Kentucky, and Georgia.

Rights and reproductions note

Restrictions: (1) users are reminded that these data are to be used solely for statistical reporting and analysis, and not for the investigation of specific individuals or states. The reporting of state-level statistics of any type is prohibited. (2) To protect respondent privacy, the public-use and restricted-use versions of the data differ in the amount of geographic detail provided. The Restricted-Use Version contains discrete values and labels that allow for disaggregation by state, while the Public-Use Version does not. To obtain the Restricted-Use Version, researchers must agree to the terms and conditions of a Restricted Data Use Agreement, in accordance with ICPSR policies. Interested researchers should contact ICPSR staff.

Contents

Part 1: public-use version; Part 2: restricted-use version.

Cite as

Clifford, Dick, Donna Bryant, Margaret Burchinal, Oscar Barbarin, Diane Early, Carollee Howes, Robert Pianta, and Pam Winton. NATIONAL CENTER FOR EARLY DEVELOPMENT AND LEARNING MULTI-STATE STUDY OF PRE-KINDERGARTEN, 2001-2003 [Computer file]. ICPSR04283-v1. Chapel Hill, NC: National Center for Early Development and Learning (NCEDL) [producer], 2005. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2006-03-28.

Other title(s)

NCEDL

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