NCER 2008-2009July 2008

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Table D.  Model used with each measure

Outcome Measure Times
observed
Model
WJ Letter Word Identification
WJ Spelling
3
3
3
Spline repeated measures
Spline repeated measures
Spline repeated measures
Pre-kindergarten phonological
awareness1
Pre-CTOPPP 2 Repeated measures
Kindergarten phonological
awareness1
CTOPP 1 ANCOVA w/ Pre-K baseline
Language  PPVT
TOLD
3
3
Spline repeated measures
Spline repeated measures
Mathematics  WJ Applied Problems
CMA-A Mathematics Composite
Shape Composition2
3
3
3
Spline repeated measures
Spline repeated measures
Spline repeated measures
Pre-kindergarten behavior1  SSRS Social Skills
SSRS Problem Behavior
PLBS
2
2
2
Repeated measures
Repeated measures
Repeated measures
Kindergarten behavior1  SSRS Social Skills
SSRS Problem Behavior
LBS
1
1
1
ANCOVA w/ Pre-K baseline
ANCOVA w/ Pre-K baseline
ANCOVA w/ Pre-K baseline
Classroom quality  ECERS-R 2 Repeated measures
Teacher-child interaction  Arnett Detachment
Arnett Harshness
Arnett Permissiveness
Arnett Positive Interaction
2
2
2
2
Repeated measures
Repeated measures
Repeated measures
Repeated measures
Literacy instruction  TBRS Written Expression
TBRS Print and Letter Knowledge
1
1
ANCOVA
ANCOVA
Phonological instruction  TBRS Phonological Awareness 1 ANCOVA
Language instruction  TBRS Book Reading
TBRS Oral Language
1
1
ANCOVA
ANCOVA
Mathematics instruction  TBRS Math Concepts 1 ANCOVA
1 Pre-kindergarten and kindergarten measures are not on the same scale.
2 Building Blocks, Shape Composition task
NOTE: ANCOVA: Analysis of covariance. The repeated measures spline model was used to analyze data collected at three time points (fall and spring of pre-kindergarten and spring of kindergarten). The simple repeated measures model was used to analyze data collected at two time points (fall and spring of pre-kindergarten). Refer to the glossary for abbreviations of the measures.
SOURCE: The Preschool Curriculum Evaluation Research (PCER) Study.

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