Richard M. Clifford, Ph.D., is senior scientist emeritus at the Frank Porter Graham Child Development Institute, the University of North Carolina at Chapel Hill and past president of NAEYC.Noreen Yazejian, Ph.D., is senior research scientist at the Frank Porter Graham Child Development Institute, the University of North Carolina at Chapel Hill.Wonkyung Jang, M.S., is a doctoral candidate at the University of North Carolina at Chapel Hill School of Education.Dari Jigjidsuren, Ph.D., MSW, MSPH, is an adjunct assistant professor in the Department of Sociology at Mississippi State University.

• ContentsForeword Debi Mathias vAcknowledgments ix1. Introduction 1Purpose of the Guide 2Early Childhood Learning Environments:A Conceptual Framework 2Views of How ChildrenLearn and Develop 4Theory of Change 6Assessing Quality 92. ECERS-3 Background 11Early Work in Assessing Learning Environments 11ECERS Revisions Process 13Administration 16Overview of the Subscales 16Comparability 18Validity and Reliability of Previous Versions 223. Summarizing ECERS-3 Data Descriptively 24Sample 24Statistical Methods 24Describing Items 27Describing Subscales 32Other Summary Scores 364. Describing Statistical Relationships 40Differences Between Groups or Conditions 40Summary 445. Examining Predictors of Quality: Structural Equations Modeling 45Head Start 45Methods 46Associations Among Quality and Three Features of Classrooms 47Applications and Implications 506. Examining Predictors of Quality: Hierarchical Linear Models 52Model 1: Unconditional Model 52Model 2: Random-InterceptModel 53Sensitivity Analysis Using LASSO 567. Examining Groups With Shared Characteristics 618. Special Issues 64Use in Quality Rating and Improvement Systems and Other High-Stakes Applications 64Race, Ethnicity, and Equity 67Serving Children With Disabilities 68National Norms 69International Uses 71Safe and Healthy Environments 729. Future Work 73Exploring Alternative Structures in the ECERS-3 73Ensuring Adequate Consideration of Equity and Diversity in Early Childhood Environments 74Focusing on Specific Features of Programming: Extensions of the ECERS-3 75Expanding International Use 76Measuring Associations With Children’s Outcomes 7610. Conclusions 77Appendix: Supplementary Analyses 81Blinder-Oaxaca Decomposition 81Item Response Theory: Rasch Model Without Covariates 83Differential Item Functioning 85Bibliography 89Index 107About the Authors 117

Richard M. Clifford, Ph.D., is senior scientist emeritus at the Frank Porter Graham Child Development Institute, the University of North Carolina at Chapel Hill and past president of NAEYC.Noreen Yazejian, Ph.D., is senior research scientist at the Frank Porter Graham Child Development Institute, the University of North Carolina at Chapel Hill.Wonkyung Jang, M.S., is a doctoral candidate at the University of North Carolina at Chapel Hill School of Education.Dari Jigjidsuren, Ph.D., MSW, MSPH, is an adjunct assistant professor in the Department of Sociology at Mississippi State University.

• ContentsForeword Debi Mathias vAcknowledgments ix1. Introduction 1Purpose of the Guide 2Early Childhood Learning Environments:A Conceptual Framework 2Views of How ChildrenLearn and Develop 4Theory of Change 6Assessing Quality 92. ECERS-3 Background 11Early Work in Assessing Learning Environments 11ECERS Revisions Process 13Administration 16Overview of the Subscales 16Comparability 18Validity and Reliability of Previous Versions 223. Summarizing ECERS-3 Data Descriptively 24Sample 24Statistical Methods 24Describing Items 27Describing Subscales 32Other Summary Scores 364. Describing Statistical Relationships 40Differences Between Groups or Conditions 40Summary 445. Examining Predictors of Quality: Structural Equations Modeling 45Head Start 45Methods 46Associations Among Quality and Three Features of Classrooms 47Applications and Implications 506. Examining Predictors of Quality: Hierarchical Linear Models 52Model 1: Unconditional Model 52Model 2: Random-InterceptModel 53Sensitivity Analysis Using LASSO 567. Examining Groups With Shared Characteristics 618. Special Issues 64Use in Quality Rating and Improvement Systems and Other High-Stakes Applications 64Race, Ethnicity, and Equity 67Serving Children With Disabilities 68National Norms 69International Uses 71Safe and Healthy Environments 729. Future Work 73Exploring Alternative Structures in the ECERS-3 73Ensuring Adequate Consideration of Equity and Diversity in Early Childhood Environments 74Focusing on Specific Features of Programming: Extensions of the ECERS-3 75Expanding International Use 76Measuring Associations With Children’s Outcomes 7610. Conclusions 77Appendix: Supplementary Analyses 81Blinder-Oaxaca Decomposition 81Item Response Theory: Rasch Model Without Covariates 83Differential Item Functioning 85Bibliography 89Index 107About the Authors 117

Richard M. Clifford, Ph.D., is senior scientist emeritus at the Frank Porter Graham Child Development Institute, the University of North Carolina at Chapel Hill and past president of NAEYC.Noreen Yazejian, Ph.D., is senior research scientist at the Frank Porter Graham Child Development Institute, the University of North Carolina at Chapel Hill.Wonkyung Jang, M.S., is a doctoral candidate at the University of North Carolina at Chapel Hill School of Education.Dari Jigjidsuren, Ph.D., MSW, MSPH, is an adjunct assistant professor in the Department of Sociology at Mississippi State University.

• ContentsForeword Debi Mathias vAcknowledgments ix1. Introduction 1Purpose of the Guide 2Early Childhood Learning Environments:A Conceptual Framework 2Views of How ChildrenLearn and Develop 4Theory of Change 6Assessing Quality 92. ECERS-3 Background 11Early Work in Assessing Learning Environments 11ECERS Revisions Process 13Administration 16Overview of the Subscales 16Comparability 18Validity and Reliability of Previous Versions 223. Summarizing ECERS-3 Data Descriptively 24Sample 24Statistical Methods 24Describing Items 27Describing Subscales 32Other Summary Scores 364. Describing Statistical Relationships 40Differences Between Groups or Conditions 40Summary 445. Examining Predictors of Quality: Structural Equations Modeling 45Head Start 45Methods 46Associations Among Quality and Three Features of Classrooms 47Applications and Implications 506. Examining Predictors of Quality: Hierarchical Linear Models 52Model 1: Unconditional Model 52Model 2: Random-InterceptModel 53Sensitivity Analysis Using LASSO 567. Examining Groups With Shared Characteristics 618. Special Issues 64Use in Quality Rating and Improvement Systems and Other High-Stakes Applications 64Race, Ethnicity, and Equity 67Serving Children With Disabilities 68National Norms 69International Uses 71Safe and Healthy Environments 729. Future Work 73Exploring Alternative Structures in the ECERS-3 73Ensuring Adequate Consideration of Equity and Diversity in Early Childhood Environments 74Focusing on Specific Features of Programming: Extensions of the ECERS-3 75Expanding International Use 76Measuring Associations With Children’s Outcomes 7610. Conclusions 77Appendix: Supplementary Analyses 81Blinder-Oaxaca Decomposition 81Item Response Theory: Rasch Model Without Covariates 83Differential Item Functioning 85Bibliography 89Index 107About the Authors 117