CQEL – Childcare Quality & Early Learning: Center for research and professional developement

Current Research

WaKIDS Reliability and Concurrent Validity Study (2012-2013)

During the 2012-2013 school year, the CQEL team collaborated with OSPI and DEL to evaluate the use of the WaKIDS whole child assessment (adapted version of TS-GOLD) in Washington State.  There were two components of the study: (1) inter-rater reliability –an examination of how well teachers’ ratings of students on the WaKIDS assessment matched with ratings from another independent and well trained observer, and (2) concurrent validity – an examination of whether teachers’ ratings on the WaKIDS assessment gave a valid picture of student skills when compared with student scores from other externally assessed standardized measures in each of the six developmental domains.

 

Classroom Quality and Child Outcomes Study (2012-2014)

CQEL is in the process of conducting a child outcomes study to understand what classroom level variables are predictive of improved child outcomes for young children. Data is being analyzed and the findings will be released upon completion.

This study explores the relationship between levels of classroom quality and child outcomes for three-, four-, and five-year-old preschool children. In order to better understand how children’s early childhood education affects their developmental trajectory and academic achievement, child assessment data was collected during the fall and spring of the 2012-2013 school year. Individually administered assessments were conducted in this pre-post format in the language, cognitive, literacy, and social-emotional domains. Classroom quality measures include CLASS™ PreK Observation and the ECERS-R. Additional process and structural variables such as teacher education, curriculum implementation and more are also being collected.

 

Coaching Framework in Early Achievers Evaluation Study (2013-2015)

CQEL is currently investigating the uptake and implementation of the Coach Model among Early Achievers coaches. This research is an initial phase which is part of an ongoing implementation study of the Coach Model. From this foundational study, we seek to identify the practices, resources, and interactions that Early Achievers coaches report as most effective in their work. By identifying these practices, resources, and interactions, this research will provide valuable information on what works “on the ground” in coaching in a statewide QRIS. Investigating the implementation of the Coach Model will also provide valuable feedback on the Early Achievers Coach Model and supports, feedback which will inform CQEL’s future professional development efforts with coaches.

Future phases of this research will address the impact of coach practices, use of resources, and interactions on the outcomes of early educators and children.