Measurement Invariance of a School Readiness Screener for Use in Preschool and Kindergarten

Autor/inn/en	Edyburn, Kelly L.; Quirk, Matthew; Furlong, Michael
Titel	Measurement Invariance of a School Readiness Screener for Use in Preschool and Kindergarten
Quelle	In: Early Education and Development, 28 (2017) 7, S.810-821 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2017.1282802
Schlagwörter	Error of Measurement; School Readiness; Preschool Children; Social Development; Emotional Development; Intervention; Kindergarten; Access to Education; Factor Analysis; Cognitive Development; Profiles; Measures (Individuals); Factor Structure; Statistical Analysis; California + Suchen Sie Ihr Suchwort? Messfehler; Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Entwicklung; Gefühlsbildung; Education; Access; Bildung; Zugang; Bildungszugang; Faktorenanalyse; Kognitive Entwicklung; Charakterisierung; Profilanalyse; Messdaten; Faktorenstruktur; Statistische Analyse; Kalifornien
Abstract	Research Findings: Public policy has increasingly focused on expansion of preschool access for underserved students and systematic evaluation of preschool quality and students' readiness for school. However, such evaluation is limited by a lack of thoroughly validated assessments for use with preschool populations. The present study examined the measurement and structural invariance of the Kindergarten Student Entrance Profile (KSEP) across kindergarten and prekindergarten groups to evaluate its potential use across developmental groups. Participants included 522 kindergarten and 548 prekindergarten students in central California. Invariance was tested by fitting a series of multiple-groups confirmatory factor analysis models with parameter constraints across groups. Results indicated that measurement and structural parameters of the KSEP were invariant across kindergarten and prekindergarten groups. Prekindergarten means on both Social-Emotional Readiness and Cognitive Readiness were significantly lower than kindergarten means. Practice or Policy: These results suggest that the KSEP may potentially be used with prekindergarten students to assess school readiness and inform intervention before kindergarten entry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01