TABLE 12.
Dosage: Associations Between Child Outcomes and Absences, Hours/Week of Care, and Instruction Time
| Absences |
Hours/Week |
Time in Reading Instruction |
Time in Math Instruction |
||||||
|---|---|---|---|---|---|---|---|---|---|
| FACES 2006-Teacher Report | FACES 2006-Parent Report | NC-PK-Class Records | FACES 2006 | NCEDL | NCEDL | PCER | NCEDL | PCER | |
| Language: PPVT | |||||||||
| B (SE) | −.44+ (.25) | −.27 (.28) | −.35* (.21) | −.00 (.03) | −0.01 (0.02) | ||||
| d | −.03 | −.01 | −.07 | −.00 | −.01 | ||||
| Math WJ-AP | |||||||||
| B (SE) | −1.16*** (.32) | −.89* (.35) | −.53+ (.30) | −.00 (.04) | −0.01 (0.02) | 8.21* (3.26) | 1.35** (0.51) | ||
| d | −.07 | −.05 | −.04 | −.00 | −.01 | .04 | .07 | ||
| Literacy: WJ-LW | |||||||||
| B (SE) | −1.01** (.35) | −.38 (.39) | −.38 (.48) | 09+ (.05) | −0.02 (0.02) | 7.48* (2.81) | .80*** (.17) | ||
| d | −.06 | −.02 | −.03 | .05 | −.01 | .04 | .11 | ||
| Social skills | |||||||||
| B (SE) | −.11 (.08) | −.01 (.08) | −.14 (.33) | −.02+ (.01) | −0.02 (0.01) | ||||
| d | −.02 | −.00 | −.01 | −.04 | −.03 | ||||
| Behavior problems | |||||||||
| B (SE) | .23* (.10) | .067 (.10) | −.64+ (.34) | .03+ (.02) | 0.01 (0.01) | ||||
| d | .04 | .01 | −.05 | .04 | .02 | ||||
Note. FACES 2006 = Family and Child Experiences Survey-2006; NC-PK = More-at-Four NC Pre-kindergarten Evaluation; NCEDL = NCEDL 11 State Pre-kindergarten Study; PCER = Preschool Curriculum Evaluation Research; PPVT = Peabody Picture Vocabulary Test; WJ-AP = Woodcock Johnson Letter-Applied Problems; MJ-LW = Woodcock Johnson Letter-Word Identification.
p < .10
p < .05
p < .01
p < .001.
The coefficient reported in the table is the coefficient for absences in the model in which the quality variable accounted for the most variance. Separate analyses examined each quality measure as a covariates—using the best model from the threshold analysis for that study using that outcome and quality measure. In no case was a different inference draw in the analyses that involved the other quality variables. The other covariates include fall score on same outcome, gender, race, time between fall and spring assessments, whether child speaks English at home, and if relevant site, whether program was a Head Start program and whether the program was located in a school. Quality measures included ECERS-R Total and Interaction in FACES, NC-PK, NCEDL, and PCER; CLASS Instructional Support in FACES 2006 & 2009, NC-PK, and NCEDL, CLASS Emotional Support in NC-PK & NCEDL, and TBRS in PCER. Coefficients reported analyses involving all classroom quality analyses—reporting the largest and smallest coefficients from those analyses. Control variables include gender, race, maternal education, whether or not below poverty line, Head Start, whether program was located in a public school, state and fall assessment.