Assessment of Quality Preschool Programming
Abstract
Understanding the contributing variables that promote high-quality preschool is a complex and multilayered endeavor. Mounting evidence indicates that the structural measures of quality indicators typically used to validate preschool programs are not sufficient for determining quality experiences for students (e.g., Howes et al., 2008; Mashburn, et al., 2008). Whereas some studies have indicated that structural variables such as teacher educational attainment and teacher to child ratio (e.g., Cost Quality and
This paper has been withdrawn.