Each research team is conducting three complementary, prospective studies:
- A descriptive study of systems-level policies and practices that support early learning;
- A classroom observation study to identify teaching practices and other classroom-level malleable factors associated with children’s school readiness and achievement in preschool and early elementary school; and
- A longitudinal study to identify malleable factors associated with early learning and school achievement over time from preschool through the early elementary school grades.
The assessment team is developing a classroom observation tool that practitioners can use to assess aspects of classroom quality that are associated with positive academic and social-behavioral outcomes in preschool and early elementary school.