Classroom Quality in Numbers: Using Multiple Measures of Classroom Quality and the Effect on Reliability and Validity

As a part of the FACES study*, Mathematica Policy Research designed and conducted a study to assess the extent to which using different observation measures and protocols to evaluate classroom quality may affect (1) the resulting scores and (2) the reliability of the measures.

The measures examined include the standard Early Childhood Environment Rating Scale-R (ECERS-R), the Classroom Assessment Scoring System (CLASS), and a shortened version of the ECERS-R. The short ECERS-R consists of 21 items (two factors) derived from the National Center for Early Development and Learning’s (NCEDL’s) multistate Study of Prekindergarten.