The Office of the State Superintendent of Education (OSSE), in partnership with an independent evaluator, School Readiness Consulting (SRC), conducted its school year 2015-16 evaluation regarding the quality of current pre-K programs at District of Columbia public schools, public charter schools, and community-based organizations using the Classroom Assessment Scoring System (CLASS). The CLASS tool describes three broad domains of effective teacher-child interactions: emotional support, classroom organization, and instructional support. Within each of the three domains, there are multiple dimensions that each focus on a different aspect of teacher-child interactions.
The Classroom Assessment Scoring System (CLASS) is a tool that measures the daily interactions between teachers and students and among students. The CLASS® measures interactions in three domains, emotional support, classroom organization, and instructional support, as described below. The CLASS® is based on research that suggests student-teacher interaction is the foundation of student development. The dimensions examined by the CLASS® are derived from constructs used in child care research, effective teaching practice literature, focus groups, and pilot studies. The CLASS® is scored by specifically assessing observed interactions, as opposed to physical environment or adoption of a curriculum. In addition, using national data of state pre-k programs, researchers have found threshold scores that are associated with increased child outcomes. Scores of five or more in Emotional Support and Classroom Organization, and three or more in Instructional Support have been associated with higher child social and academic gains (Burchinal, Vandergrift, Pianta, & Mashburn, 2010).
Classroom Averages: The CLASS® is comprised of ten dimensions organized into three domains of classroom experience (see figure below). Each dimension is scored on a scale averaging all of the dimension scores in that particular domain.
Threshold Averages: Using national data of state pre-k programs, researchers have established thresholds for each CLASS® domain; these thresholds have been associated with better child outcomes. Average scores of 5 or more in Emotional Support and Classroom Organization, and 3 or more in Instructional Support have been associated with higher child social and academic gains (Burchinal, Vandergrift, Pianta, Mashburn, 2010).
To see the Program Report for the Jackson St. campus, go to: https://gallery.mailchimp.com/4da69b9277cc81f50e8e403eb/files/MMB_Jackson_St_Program_Level_Report_2016.pdf
To see the Program Report for the 16th St. campus, go to: https://gallery.mailchimp.com/4da69b9277cc81f50e8e403eb/files/MMB_16th_St_Program_Level_Report_2016.pdf