Measuring Quality in Kindergarten Classrooms: Structural Analysis of the Classroom Assessment Scoring System (CLASS K-3)

Lia E. Sandilos, James C. DiPerna

Research output: Contribution to journalArticle

16 Scopus citations

Abstract

Research Findings: The purpose of the current study was to evaluate the structural validity of scores on a measure of global classroom quality, the Classroom Assessment Scoring System (CLASS K-3; Pianta, La Paro, & Hamre, 2008). Using observational data from a sample of 417 kindergarten classrooms from the southern and mid-Atlantic regions of the United States, we used confirmatory factor analysis to examine the structural validity of the CLASS K-3. Factor analytic findings supported a 3-factor and 10-dimension structure for the CLASS K-3; however, some modifications were made to the original CLASS model. Practice or Policy: Although the overall structure of the CLASS has been generally consistent across validation studies, some facets of the model may be less stable than others. Additional examination of alternative factor structures is needed to further clarify the relationships among the CLASS dimensions and domains. Current psychometric evidence provides support for continued use of the CLASS to guide intervention, instruction, and professional development.

Original languageEnglish (US)
Pages (from-to)894-914
Number of pages21
JournalEarly Education and Development
Volume25
Issue number6
DOIs
StatePublished - Aug 2014

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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