Eric.ed.gov – Children’s Outcomes and Classroom Quality from Pre-K through Kindergarten: Findings from Year 2 of Georgia’s Pre-K Longitudinal Study. Executive Summary

This executive summary presents results from a study that began in 2013-2014, and involves a longitudinal design to follow a sample of 1,169 children (139 Spanish-speaking DLLs) who attended 199 randomly-selected Georgia’s Pre-K classrooms. These findings focus on results from the second year of the study, which included 1,034 of these children (118 Spanish-speaking DLLs) who were attending kindergarten. Researchers conducted individual child assessments near the beginning and end of pre-k and kindergarten to examine growth in children’s skills, as well as factors associated with greater growth. The assessment measures covered multiple domains of learning, including language, literacy, math, and general knowledge, and teacher ratings of behavior skills. For the DLL subsample, assessments were conducted in both English and Spanish using parallel measures. Researchers also conducted observations of teacher-child instructional interactions in the pre-k classrooms and in a sample of kindergarten classrooms attended by children in the study. [For the full report “Children’s Outcomes and Classroom Quality from Pre-K through Kindergarten: Findings from Year 2 of Georgia’s Pre-K Longitudinal Study,” see ED588044.]