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. Author manuscript; available in PMC: 2020 Sep 18.

Published in final edited form as: J Res Educ Eff. 2019 Aug 9;12(3):514–549. doi: 10.1080/19345747.2019.1631420

Figure 1: — Histograms of Classroom Quality and Classroom Activities in Creative Curriculum and High Scope Classrooms in the PCER and NCEDL Studies

Note: Bins are comprised of classroom-level observations. ECERS, Math, and Literacy activities measures are in raw scale form (X-axis labels are omitted). ECERS scale ranges from 0-7, Math and literacy activities are shown as proportion of day in NCEDL (EAS Snapshot), and from a 0-3 scale in PCER (TBRS). P-values from Kolmogorov-Smirnov tests for the equality of the classroom distributions between the focal curriculum (Creative Curriculum or HighScope) and No Packaged (published) Curriculum classrooms are displayed in each graph, where p <.05 indicates significantly different distributions of the classroom measure between the two groups. See text for more detail.

Figure 1: — Histograms of Classroom Quality and Classroom Activities in Creative Curriculum and High Scope Classrooms in the PCER and NCEDL Studies

Note: Bins are comprised of classroom-level observations. ECERS, Math, and Literacy activities measures are in raw scale form (X-axis labels are omitted). ECERS scale ranges from 0-7, Math and literacy activities are shown as proportion of day in NCEDL (EAS Snapshot), and from a 0-3 scale in PCER (TBRS). P-values from Kolmogorov-Smirnov tests for the equality of the classroom distributions between the focal curriculum (Creative Curriculum or HighScope) and No Packaged (published) Curriculum classrooms are displayed in each graph, where p <.05 indicates significantly different distributions of the classroom measure between the two groups. See text for more detail.