AAV of Exhibits 3.18 and 3.26
Accessible alternative version (AAV) of Exhibits 3.18 and 3.26 in the evaluation report of the RTT-ELC QRIS.This Web page is an AAV for Exhibits 3.18 and 3.26 of the Cumulative Technical Report (PDF; 2MB) for the Independent Evaluation of California's Race to the Top-Early Learning Challenge (RTT-ELC) Quality Rating and Improvement System (QRIS). The full report is considered to be the official version of the document.
Exhibit 3.18
The Rating Elements for Exhibit 3.18 in the tables below are:
- Child Observation
- Development and Health Screenings
- Minimum Qualifications for Lead Teacher
- Ratios and Group Sizes
- Teacher-Child Interactions
- Program Environment Rating Scales
- Director Qualifications
In the table rows below, there are three types of ratings indicating the quality of the relationship between QRIS ratings and unobserved classroom quality scores for rating tier levels with more than five observations:
- the word "positive" indicates a consistently positive relationship.
- the word "negative" indicates a consistently negative relationship.
- and the word "inconsistent" indicates a relationship that is neither consistently positive nor consistently negative.
- statistically significant relationships are also noted in the table.
Note: each row references the results of a separate Analysis of Variance (ANOVA) model.
Exhibit 3.18. Summary of Observed Quality and Child Outcomes Analysis Results for California QRIS Rating Elements: Centers
Exhibit 3.18 is on pages 66-67 of the Cumulative Technical Report (PDF; 2MB).
CLASS (Preschool)
Child Outcomes | Child Observation | Developmental and Health Screenings | Minimum Qualifications for Lead Teacher | Ratios and Group Sizes | Teacher-Child Interactions | Program Environment Rating Scales | Director Qualifications |
---|---|---|---|---|---|---|---|
Emotional Support (Preschool) | positive |
inconsistent | positive | inconsistent | positive (a statistically significant relationship) |
inconsistent (a statistically significant relationship) |
inconsistent |
Classroom Organization (Preschool) | inconsistent | inconsistent | inconsistent | inconsistent | positive (a statistically significant relationship) |
inconsistent (a statistically significant relationship) |
inconsistent (a statistically significant relationship) |
Instructional Support | inconsistent | inconsistent | inconsistent | inconsistent | positive (a statistically significant relationship) |
positive (a statistically significant relationship) |
inconsistent |
Program Quality Assessment (PQA) Form A Score (All Ages)
Child Outcomes | Child Observation | Developmental and Health Screenings | Minimum Qualifications for Lead Teacher | Ratios and Group Sizes | Teacher-Child Interactions | Program Environment Rating Scales | Director Qualifications |
---|---|---|---|---|---|---|---|
PQA Form A Score (All Ages) |
inconsistent | inconsistent | inconsistent | negative | positive (a statistically significant relationship) |
inconsistent (a statistically significant relationship) |
inconsistent |
Learning Environment (Preschool) | inconsistent | inconsistent | inconsistent | inconsistent | positive (a statistically significant relationship) |
inconsistent (a statistically significant relationship) |
inconsistent |
Daily Routine (Preschool) | inconsistent | inconsistent | inconsistent | negative | positive | inconsistent (a statistically significant relationship) |
negative |
Adult-Child Interaction (Preschool) | inconsistent | inconsistent | inconsistent | inconsistent | positive (a statistically significant relationship) |
inconsistent | inconsistent |
Curriculum Planning and Assessment (Preschool) | negative (a statistically significant relationship) |
inconsistent | inconsistent | inconsistent | inconsistent (a statistically significant relationship) |
inconsistent | inconsistent |
PQA Form B Score (All Ages)
Child Outcomes | Child Observation | Developmental and Health Screenings | Minimum Qualifications for Lead Teacher | Ratios and Group Sizes | Teacher-Child Interactions | Program Environment Rating Scales | Director Qualifications |
---|---|---|---|---|---|---|---|
PQA Form B Score (All Ages) | inconsistent | inconsistent (a statistically significant relationship) |
inconsistent | inconsistent | positive | positive | inconsistent |
Parent Involvement and Family Services (All Ages) | inconsistent (a statistically significant relationship) |
inconsistent (a statistically significant relationship) |
inconsistent | inconsistent | positive | positive | negative |
Staff Qualifications and Staff Development (All Ages) | inconsistent | inconsistent | inconsistent | inconsistent (a statistically significant relationship) |
positive | inconsistent | inconsistent |
Program Management (All Ages) | inconsistent | inconsistent | inconsistent | inconsistent | positive | positive | inconsistent |
Child Assessments
Child Outcomes | Child Observation | Developmental and Health Screenings | Minimum Qualifications for Lead Teacher | Ratios and Group Sizes | Teacher-Child Interactions | Program Environment Rating Scales | Director Qualifications |
---|---|---|---|---|---|---|---|
Peg Tapping Task | negative (a statistically significant relationship) |
inconsistent (a statistically significant relationship) |
positive (a statistically significant relationship) |
positive | inconsistent (a statistically significant relationship) |
inconsistent (a statistically significant relationship) |
positive |
Story and Print Concepts | negative (a statistically significant relationship) |
inconsistent | positive | positive | inconsistent | inconsistent (a statistically significant relationship) |
inconsistent (a statistically significant relationship) |
Woodcock-Johnson Letter-Word Identification | negative | inconsistent | positive | positive | inconsistent | inconsistent | positive (a statistically significant relationship) |
Woodcock-Johnson Applied Problems | negative | inconsistent | positive | positive (a statistically significant relationship) |
inconsistent | inconsistent | positive |
Exhibit 3.26
The Rating Elements for Exhibit 3.26 in the tables below are:
- California QRIS Rating
- Two-Level Block
- Five-Level Block
- Element Average
In the table rows below, there are three types of ratings indicating the quality of the relationship between QRIS ratings and unobserved classroom quality scores for rating tier levels with more than five observations:
- the word "positive" indicates a consistently positive relationship.
- the word "negative" indicates a consistently negative relationship.
- and the word "inconsistent" indicates a relationship that is neither consistently positive nor consistently negative.
- statistically significant relationships are also noted in the table.
Note: each row references the results of a separate ANOVA model.
Exhibit 3.26. Summary of Observed Quality and Child Outcomes Analysis Results for California QRIS Ratings and Alternative QRIS Rating Approaches: Centers
Exhibit 3.26 is on page 74 of the Cumulative Technical Report (PDF; 2MB).
Classroom Assessment Scoring System (CLASS) Scores
CLASS Scores | California QRIS Rating | Two-Level Block | Five-Level Block | Element Average |
---|---|---|---|---|
Total Score (Preschool and Toddler) | positive (a statistically significant relationship) |
inconsistent (a statistically significant relationship) |
inconsistent | positive (a statistically significant relationship) |
Emotional Support (Preschool) | positive | inconsistent | inconsistent | positive (a statistically significant relationship) |
Classroom Organization (Preschool) | positive | positive | inconsistent | positive (a statistically significant relationship) |
Instructional Support (Preschool) | positive (a statistically significant relationship) |
inconsistent (a statistically significant relationship) |
inconsistent | positive (a statistically significant relationship) |
PQA Scores
PQA Scores | California QRIS Rating | Two-Level Block | Five-Level Block | Element Average |
---|---|---|---|---|
Form A Score (All Ages) | positive | positive | positive (a statistically significant relationship) |
positive |
Learning Environment (Preschool) | positive | inconsistent | inconsistent (a statistically significant relationship) |
positive (a statistically significant relationship) |
Daily Routine (Preschool) | positive | positive | positive | positive |
Adult-Child Interaction (Preschool) | positive (a statistically significant relationship) |
positive (a statistically significant relationship) |
positive (a statistically significant relationship) |
positive (a statistically significant relationship) |
Curriculum Planning and Assessment (Preschool) | inconsistent | inconsistent | inconsistent | positive |
Form B Score (All Ages) | inconsistent | inconsistent | inconsistent | positive |
Parent Involvement and Family Services (All Ages) | inconsistent | inconsistent | positive | inconsistent |
Staff Qualifications and Staff Development (All Ages) | inconsistent | inconsistent | inconsistent (a statistically significant relationship) |
positive |
Program Management (All Ages) | inconsistent | inconsistent | inconsistent | positive |
Child Outcomes
Child Outcomes | California QRIS Rating | Two-Level Block | Five-Level Block | Element Average |
---|---|---|---|---|
Peg Tapping Task | positive (a statistically significant relationship) |
inconsistent | inconsistent (a statistically significant relationship) |
inconsistent |
Story and Print Concepts | inconsistent (a statistically significant relationship) |
inconsistent | inconsistent | inconsistent (a statistically significant relationship) |
Woodcock-Johnson Letter-Word Identification | inconsistent | positive (a statistically significant relationship) |
inconsistent | inconsistent (a statistically significant relationship) |
Woodcock-Johnson Applied Problems | inconsistent | inconsistent | inconsistent | positive (a statistically significant relationship) |
Return to the Cumulative Technical Report (PDF; 2MB)