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Social-emotional learning interventions are intended to improve classroom dynamics and have the potential to enhance the well-being of students and their teachers. Using data drawn from an effectiveness trial of the Social Skills Improvement System SEL Edition Classwide Intervention Program (SSIS SEL CIP; Elliott and Gresham in SSIS SEL Edition Classwide Intervention Program manual, Pearson, Inc., 2017), the present quantitative study explored associations between classroom implementation of a universal SEL program, teachers' emotional well-being, and teacher-student interactions. The results from a sample of 80 first- and second-grade teachers located in three socioeconomically and geographically diverse regions of the USA indicated that implementation of the SSIS SEL CIP curriculum was positively associated with teachers' classroom organization skills at the end of the year. Findings also revealed an interaction between treatment condition and teacher emotional well-being such that control teachers with lower well-being also had lower quality classroom organization but this association did not exist for teachers in the intervention condition. Findings suggest that implementation of the SSIS SEL CIP may help to preserve positive teacher-student interactions even when teachers are reporting lower levels of emotional well-being.

The Measurement Model of Derivatives (MMOD; Estabrook, 2015) provides the opportunity to evaluate and refine measurement scales used in longitudinal studies to clarify their theoretical distinctions and relationship to academic achievement. We demonstrate this using three teacher-rated scales of child self-regulatory behavior obtained from the Early Childhood Longitudinal Study Kindergarten Class of 2010-11 (ECLS-K:2011; Tourangeau et al., 2019). Data-driven factor structures were generated using a training sample (N = 2821), then compared using the MMOD to the theoretical measurement structure on a holdout sample (N = 2822). Finally, to externally validate their utility, the best-fitting data-driven measurement structure was compared to the theoretical structure in their ability to predict academic achievement on a validation sample (N = 5643). We discuss theoretical implications for self-regulation, as well as the MMODs applicability to other educational data sets.

The creation of psychometrically sound assessments of teacher well-being is critical given the alarmingly high rates of teacher burnout reported among U.S. educators. The present study sought to address this need by developing the Measures of Stressors and Supports for Teachers (MOST), a teacher-report questionnaire designed to assess ecological and psychological factors that affect teachers’ professional well-being. To assess structural validity, the MOST was administered to a sample of K–12 educators ( N = 218). Methods outlined in Classical Test Theory and exploratory factor analysis were conducted to examine items and assess the factor structure of the MOST. Factor analytic findings yielded a 40-item, nine-factor structure (Parents, Colleagues, School Leadership and Belonging, Classroom Students, Students With Disabilities, Time Pressure, Professional Development, Safety, and Emotional State). Implications for further validation and use of the MOST are discussed.

Abstract. Although children use social and emotional learning skills (SEL) across the world, the expression of these skills may vary across cultures and developmental levels. Such variability complicates the process of assessing SEL competencies with consequences for understanding differences in SEL skills and developing interventions. To address these challenges, the current study examined the measurement invariance of translated versions of a brief, multi-informant (Teacher, Parent, Student) measure of SEL skills developed in the US with data from six European countries (Croatia, Greece, Italy, Latvia, Portugal, and Romania; n = 10,602; 8,520; 6,611, for the SSIS SEL b – Teacher, Parent, and Student versions, respectively). In addition to cross-country invariance testing, we conducted measurement invariance testing across ages (Primary and Secondary students) for the Teacher and Student forms of the measure. Results revealed a high degree of measurement invariance across countries (Scalar for the Teacher form and Partial Scalar for the Parent and Student form) and developmental levels (Scalar for the Teacher form and Partial Scalar for the Student form), supporting the use of translated versions of the SSIS SEL b for international research across these countries and developmental levels. Implications are discussed for assessment and promoting children’s SEL competencies globally.

Parents play a major role in children’s development and have unique opportunities to observe a wide range of their children’s social–emotional behavior at home and in their communities. Yet parents’ input via universal screening assessments into school-based social–emotional learning (SEL) programs for their children has been limited by a paucity of efficient, valid assessments of CASEL-aligned SEL competencies and potentially co-occurring emotional behavior concerns. This article describes the use of item response theory methods to develop brief emotional behavior concerns (EBC) scales designed to expand the Parent version of the CASEL-aligned SSIS SEL Brief Scales (SSIS SELb) that enables a sound assessment of the whole social–emotional child. Specifically, the article examines the initial psychometrics and utility of EBC-Externalizing and EBC-Internalizing scales for parents. The results showed the assessment of SEL skills and EBC behaviors to maximize efficiency and yield scores that provide valid insights regarding the interplay of these behavior constructs. The Parent version of the SSIS SEL Brief + Mental Health Scales expands assessment options for practitioners to allow efficient incorporation of parent perspectives about the whole social–emotional child. The article concludes with a discussion of limitations and future research.

Universal screening of students is increasing as programs are implemented for improving social emotional learning (SEL) skills. Assessments used to conduct SEL screenings focus on social emotional ...

Scale-up of universal social-emotional learning (SEL) programs has become a priority in schools to promote positive social outcomes for all students. Although studies have examined student outcomes associated with school-based SEL when extensive training and support are provided, research on teacher SEL implementation practices under typical conditions has received far less attention. As such, this study examined the first-year universal SEL implementation practices of 41 teachers across 13 schools in three states. School personnel made all decisions regarding approaches to training, support, and program implementation of a manualized program delivered at the classroom level to first- and second-grade students. Within this authentic context for implementation, variability was observed in selection of skills units, number of lessons taught, and adherence to lesson activities and scripts. Coding of teacher anecdotal reports revealed that perceived student needs, classroom context demands, and school-level factors informed teachers' implementation of the program. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Over the past 75 years, the history of Division 16 (School Psychology) has been integral to the science and practice of school psychology. As a constituent body of the American Psychological Association (APA), the division has advocated for role definitions and professional boundaries within APA and has represented the specialty of school psychology within the larger community of psychology. Since the convening of school psychology's Thayer Conference in 1955, the division has remained steadfastly committed to promoting the well-being of children. Toward this end, Division 16 has negotiated entry level debates between APA and the broad specialty of school psychology, sustained partnerships within and among APA and other organizations representing school mental health, elevated the place of technology in the profession of school psychology, and promoted the central importance of cultural competence and diversity within the discipline. The past contributions of Division 16 shape the future of the profession and the division in ways that are consistent with and add to Conoley, Power, and Gutkin's (2020) recommendations for strengthening school psychology's contributions to psychological health promotion and risk reduction in schools. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Although universal social–emotional learning programs are increasingly implemented across the USA, few studies have examined the effects of sustained exposure to the same program across multiple grade levels. As such, the goal of this study was to isolate the effects of sustained exposure to a universal social–emotional learning program (Elliott & Gresham, Social skills improvement system: classwide intervention program [SSIS-CIP]. NCS Pearson, Bloomington, MN, 2007), on elementary students’ social, behavioral, and academic outcomes. Compared to students who experienced the SSIS-CIP in second grade only (N = 218), students exposed to the SSIS-CIP in first and second grade (N = 181) showed further gains in several social skill domain areas as well as academic engagement at the end of second grade. Interactions, however, indicated that some effects were potentially moderated by student or class-level skills at the beginning of second grade. Future research considerations and practical implications for universal social–emotional learning programming are discussed.

The Classroom Assessment Scoring System (CLASS; Pianta et al., 2008) is a popular measure of teacher-child interactions. Despite its prominence, CLASS scores have fairly weak relations with various child outcomes (e.g., Zaslow et al., 2010). One potential reason for these findings could be systematic differences in observer severity. As such, the purpose of this study was to explore the scope and impact of rater effects on CLASS scores with a sample of 77 teachers who were rated by 13 observers. Results indicated significant rater effects across all three CLASS domains. Adjusting for these effects, however, did not improve relations between CLASS scores and child outcomes. Implications for the CLASS and related assessments are discussed.

Despite the need for assessments targeting social and emotional learning (SEL) skills within multitiered systems of support, there are few brief SEL measures available. To address this need, this article describes the development of the Social Skills Improvement System—Social and Emotional Learning Brief Scales-Teacher Form (SSIS SEL b-T), a significantly shorter version of the Social Skills Improvement System—Social and Emotional Learning Edition Rating Form-Teacher (SSIS SEL RF-T). Using the SSIS SEL standardization sample and item response theory, we identified efficient sets of items for each SSIS SEL RF-T scale and examined psychometric evidence for resulting scores. In general, SSIS SEL b-T scales functioned well and very similarly to scores from corresponding SSIS SEL RF-T scales. One exception was the Self-Awareness scale which, similar to its long-form counterpart, exhibited several content and psychometric limitations. Results provide initial psychometric evidence for a time-efficient teacher-informant measure of SEL competencies with promise for use within multitiered systems of support.

Although the promise of universal social-emotional learning (SEL) programs enhancing student academic outcomes has captured public attention, there has been limited research regarding such programs’ impact on students’ state test scores. We used multilevel modeling of follow-up data from a multiyear, multisite cluster-randomized efficacy trial to investigate the impact of a brief universal SEL program on students’ subsequent state test performance. Although somewhat smaller in magnitude than those reported in previous SEL meta-analyses (e.g., Durlak et al., 2011), observed effect sizes generally were positive and consistent with other studies employing similar designs (i.e., randomized trial, state test outcome, baseline academic covariate). These findings may assuage concerns about the program negatively impacting state test scores due to lost instructional time; however, they also temper expectations about large academic gains resulting from its implementation.

Interest in social and emotional learning (SEL) skills is growing rapidly with all 50 states adopting SEL standards for preschool children. However, data on these types of skills for young children are limited due to a paucity of psychometrically-sound assessments. Further, most available assessments are lengthy and minimally aligned with widely used SEL frameworks such as the model proposed by the Collaborative for Academic, Social, and Emotional Learning (CASEL). Thus, the current study focused on the development of valid and time-efficient rating scales of young children's SEL skills using teachers and parents as informants. We used item response theory to select items from the SSIS Social Emotional Learning Edition (SSIS SEL; Gresham & Elliott, 2017 ) using the national standardization sample of the measure. We then examined initial evidence of score reliability, validity, and fairness for the SSIS SEL Brief Scales – Preschool Forms resulting from this process. Results provide initial evidence for score reliability, validity, and fairness for both the Teacher and Parent versions of this measure.

Efficient and intuitive interpretive frameworks for social-emotional learning (SEL) measures are necessary for identifying student needs and informing programming decisions across multitiered systems of support in schools. Though familiar to educators and often used with standardized tests of academic achievement, criterion-referenced frameworks are less common in SEL assessment. As such, the current study examined the psychometric evidence for scores from one such framework, the Competency-Referenced Performance Framework, which was developed to inform universal screening decisions based on the SSIS SEL Brief Scales (Elliott et al., 2020). Specifically, we evaluated stability, test-criterion relationships with academic outcomes, and treatment sensitivity of the CRPF using data from an efficacy trial of a universal SEL program. Results provided preliminary supportive evidence for the CRPF.

Pennsylvania started newborn screening for Pompe disease in February 2016. Between February 2016 and December 2019, 531,139 newborns were screened. Alpha-Glucosidase (GAA) enzyme activity is measured by flow-injection tandem mass spectrometry (FIA/MS/MS) and full sequencing of the GAA gene is performed as a second-tier test in all newborns with low GAA enzyme activity [&lt, 2.10 micromole/L/h]. A total of 115 newborns had low GAA enzyme activity and abnormal genetic testing and were referred to metabolic centers. Two newborns were diagnosed with Infantile Onset Pompe Disease (IOPD), and 31 newborns were confirmed to have Late Onset Pompe Disease (LOPD). The incidence of IOPD + LOPD was 1:16,095. A total of 30 patients were compound heterozygous for one pathogenic and one variant of unknown significance (VUS) mutation or two VUS mutations and were defined as suspected LOPD. The incidence of IOPD + LOPD + suspected LOPD was 1: 8431 in PA. We also found 35 carriers, 15 pseudodeficiency carriers, and 2 false positive newborns.

The SSIS SEL Brief Scales-Student Form (SSIS SELb-S) was developed to create an efficient assessment of students' social and emotional learning (SEL). Using item response theory with ratings from 800 students in Grades 3-12 from the standardization sample, 20 items were selected from the full-length SSIS SEL Rating Form - Student to maximize score information and rating efficiency. After identifying items for the SSIS SELb-S, we conducted several reliability and validity analyses. These analyses provided initial support for the use of the SSIS SELb-S for low-stakes decision making contexts. As such, the SSIS SELb-S holds promise for incorporating the perspectives of students ages 8-18 into assessments of their SEL competencies. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

The Measurement Model of Derivatives (MMOD; Estabrook, 2015) provides the opportunity to evaluate and refine measurement scales used in longitudinal education data to clarify their theoretical distinctions and relationship to academic achievement. We demonstrate this using three teacher-rated scales of child self-regulatory behavior obtained from the Early Childhood Longitudinal Study Kindergarten Class of 2010-11 (ECLS-K:2011; Tourangeau et al. 2019). Theoretical measurement structures are compared to data-driven structures on a holdout sample, then compared in their ability to predict academic achievement on a validation sample to externally validate their utility. We discuss theoretical implications for self-regulation, as well as the MMOD’s applicability to other educational data sets.

This chapter examines the role of school psychology professional organizations in promoting and protecting the rights of the child. Although individual school psychologists have continuous opportunities to advocate for child rights within practice, research, training, and local policy, professional organizations have a critical role in advocacy and policy making on a broader level and are uniquely positioned to influence the regulation of school psychology and treatment of children at structural levels (local, national, regional, international). To illustrate the potential role of professional organizations that represent school psychologists, we asked leaders of the International School Psychology Association (ISPA), the School Psychology Division (Division 16) of the American Psychological Association (APA), and the National Association of School Psychologists (NASP) (We selected APA-Division 16 & NASP to illustrate work by national organizations, recognizing that they only represent efforts in one country. We encourage readers across the world to ask these same questions from the leaders of their respective national organizations) to address the following questions about their respective organizations: What is your organization’s vision as it relates to promoting and protecting child rights? Currently, how is your vision for child rights integrated and respected in the following aspects of your organization’s initiatives: Ethics; Research; Professional Development & Practice; Policy; and Training, Certification & Licensure? For the future, how do you envision strengthening your organization’s commitment and support for advancing child rights within your organization’s initiatives? Is there a strategy, condition or orientation worthy of consideration for advancing child rights in the profession through organizational approaches that you consider to be of catalytic or game-changing nature? How can your organization collaborate with other professional organizations, particularly those represented in this chapter, to advance child rights through school psychology?

A growing body of research indicates that noncognitive factors are important predictors of students’ academic and life success (e.g., Garcia, The need to address noncognitive skills in the education policy agenda (Briefing Paper No. 386), http://files.eric.ed.gov/fulltext/ED558126.pdf, 2014). Despite this evidence base, there are few psychometrically sound measures of such factors appropriate for use in research and practice. One currently available measure is the Academic Competence Evaluation Scales (ACES; DiPerna and Elliott, Academic Competence Evaluation Scales, The Psychological Corporation, San Antonio, TX, 2000) which assesses the skills, attitudes, and behaviors of students that contribute to school success. The length of the ACES (73 items) may limit its use at the primary and secondary levels within a multi-tiered service delivery system or for large-scale educational research. To address this need, the current study piloted a short form of the ACES (ASF) with a sample of 301 elementary students. Results provided initial evidence for the reliability and validity of scores from the ASF.

The purpose of this study was to evaluate the efficacy of a universal social skills program, the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007), for students in first grade. Classrooms from 6 elementary schools were randomly assigned to treatment or business-as-usual control conditions. Teachers assigned to the treatment condition implemented the SSIS-CIP over a 12-week period. Students’ social skills, problem behaviors, and approaches to learning were assessed via teacher ratings and direct observations of classroom behavior. In addition, their early literacy and numeracy skills were measured via computer-adaptive standardized tests. SSIS-CIP participation yielded small positive effects in students’ social skills (particularly empathy and social engagement) and approaches to learning (academic motivation and engagement). Students’ problem behaviors and academic skills, however, were unaffected by SSIS-CIP exposure. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

The Academic Competence Evaluation Scales-Teacher Form (ACES-TF; DiPerna & Elliott, 2000) was developed to measure student academic skills and enablers (interpersonal skills, engagement, motivation, and study skills). Although ACES-TF scores have demonstrated psychometric adequacy, the length of the measure may be prohibitive for certain applications in research and practice. Thus, the purpose of this project was to use item response theory to identify sets of maximally efficient items (SMIs) for each subscale of the ACES-TF that could inform the development of an abbreviated version. Results supported the reliability and precision of SMI scores. As such, the SMIs demonstrate promise to inform the development of an abbreviated version of the ACES-TF. (PsycINFO Database Record

The current study examined the psychometric properties of a set of maximally efficient items (SMIs) from the Social Skills Improvement System–Teacher Rating Scale (SSIS-TRS). Sixty-three teachers rated 302 second through sixth graders on these SMIs, and several concurrent validity measures were administered. Results provided initial support for the validity of scores from the SMIs. Implications for practice and psychological research are discussed.

The purpose of this study was to examine the social validity of the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP) for teachers in the primary grades. Participants included 45 first and second grade teachers who completed a 16-item social validity questionnaire during each year of the SSIS-CIP efficacy trial. Findings indicated that teachers generally perceived the SSIS-CIP as a socially valid and feasible intervention for primary grades; however, teachers' ratings regarding ease of implementation and relevance and sequence demonstrated differences across grade levels in the second year of implementation. (PsycINFO Database Record

Background:There are many purported benefits to recess including engaging in physical activity, forming positive peer relationships, and taking a break from the classroom. Current research, however, is inconclusive regarding the presence of gender and developmental differences in physical activity that takes place during recess. The purpose of this study was to examine differences in the amount of physical activity that occurs during recess across gender and grade level.Methods:Students from first- and sixth-grade classrooms participated in the study, and physical activity was measured using accelerometers to record the number of steps taken during recess.Results:A 2 × 2 factorial ANOVA indicated sixth grade males engaged in more physical activity than sixth grade females, first grade males, and first grade females.Conclusions:Because they are not engaging in as much physical activity as their sixth grade male counterparts, ways to help female and younger students take more steps during recess should be explored.

This study examined the internal structure of the Classroom Assessment Scoring System (CLASS; K-3 version). The original CLASS K-3 model (Pianta, La Paro, & Hamre, 2008) and 5 alternative models were tested using confirmatory factor analysis with a sample of first- and second-grade classrooms (N = 141). Findings indicated that a slightly modified version of the original CLASS K-3 3-factor model best fit the current data. Although stable findings emerged across the current and previous studies, particularly in relation to the presence of 3 latent domains, there is also some variability across structures at different grade levels with regard to the bifactor and 3-factor models. (PsycINFO Database Record

This study aimed to examine whether having knowledge of student cognitive skill deficits changes teacher beliefs and responses in regard to classroom misbehavior. Teachers (N = 272) were randomly assigned to an experimental or control condition. Although teachers in both conditions read the same vignette describing a student's misbehavior, the experimental group also reviewed information about the student's cognitive skill deficits. Teachers provided with cognitive skill deficit information were, on average, less likely to believe the student had control over the misbehavior, suggesting perceptions of unintentionality. Furthermore, they were significantly more likely to indicate positive emotional responses. Results suggest that school psychologists may consider sharing cognitive skill deficits information with teachers who are working with students displaying challenging behavior.

The purpose of the current study was to examine dimensionality and concurrent validity evidence of the EARLI numeracy measures (DiPerna, Morgan, & Lei, 2007), which were developed to assess key skills such as number identification, counting, and basic arithmetic. Two methods (NOHARM with approximate chi-square test and DIMTEST with DETECT classifications) were used to examine the dimensionality of each of the dichotomously scored measures. Both indicated unidimensionality for four of the EARLI measures (Counting Aloud, Counting Object, Measurement, and Pattern Recognition); however, results were discrepant for Numbers and Shapes. For the polytomously scored measure (Grouping), exploratory factor analysis indicated essential unidimensionality. In addition, the majority of the EARLI numeracy items did not appear to function differently by demographic variables, and scores from the EARLI numeracy measures demonstrated adequate concurrent relationships with scores from the WJ-III mathematics subtests.

The present study used multiple regression analyses to examine the relationships between fifth-grade social skills and eighth-grade academic achievement. Data were drawn from the Early Childhood Longitudinal Study–Kindergarten Class of 1998-1999 (ECLS-K). Results indicated no relationship between positive or negative social behavior in fifth grade and academic achievement or teacher-rated academic skills in eighth grade. However, consistent with previous studies, fifth-grade approaches to learning were found to be positive predictors of both academic achievement and teacher-rated academic skills in eighth grade. In addition, these results suggest that socioeconomic status plays a significant and potentially unexplored avenue for understanding these outcomes. These results further illuminate the way behaviors in elementary school relate to academic adjustment to middle school.

The purpose of this study was to examine the impact of a universal program to promote positive classroom behavior on students’ approaches to learning and early academic skills. Second grade classrooms (N = 39) were randomly assigned to treatment and business-as-usual control conditions. Teachers in intervention classrooms implemented the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP) over a 12-week period. Participating students’ (N = 494) engagement, motivation, and academic skills were assessed before and after treatment implementation. Results indicated that students with lower levels of engagement and motivation at pretest experienced significant improvement in these areas after exposure to the SSIS-CIP. Although no significant differences were observed in reading, students receiving supplemental instructional services demonstrated greater gains in mathematics than did their peers in the control condition.

Although implementation of universal social-emotional learning programs is becoming more common in schools, few studies have examined the cost-effectiveness of such programs. As such, the purpose of this article is two fold. First, we provide an overview of cost-effectiveness methods for school-based programs, and second, we share results of a cost-effectiveness analysis (CEA) of a universal social-emotional learning (SEL) program, the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007). Specifically, we compared the cost-effectiveness of SSIS-CIP implementation across first- and second-grade classrooms, and results indicated that second grade is the more cost-effective option for implementing the SSIS-CIP. Several considerations are discussed regarding cost-effectiveness analysis of universal SEL programs as well as the importance of using CEA results to inform programming decisions. (PsycINFO Database Record

Two studies were conducted with samples of middle and high school teachers and students to examine cross-informant agreement on the Academic Competence Evaluation Scales. Cross-informant agreement was examined using Pearson correlations and conditional probability indices. Results of Study 1 (N = 65) and Study 2 (N = 66) indicated that teacher and student ratings shared more variance than typically reported in prior cross-informant studies of problem or social behavior. Although teacher and student ratings shared strong correlations, there was significant disagreement when scores were dichotomized for decision making. Implications of the results for school psychology practice and future research are discussed.

Currently, there are few strengths-based preschool rating scales that sample a wide array of behaviors believed to be essential for early academic success. The purpose of this study was to assess the factor structure of a new measure of early academic competence for at-risk preschool populations. The Teacher Rating Scales of Early Academic Competence (TRS-EAC) includes two broad scales (Early Academic Skills and Early Academic Enablers) and was completed by 60 teachers for 440 children enrolled in Head Start and public preschool classrooms. Evidence from two exploratory factor analyses supported a five-factor solution for the Early Academic Skills Scale (Creative Thinking, Critical Thinking Skills, Numeracy, Early Literacy, and Comprehension) and a five-factor solution for the Early Academic Enablers Scale (Approaches to Learning, Social and Emotional Competence, Fine Motor Skills, Gross Motor Skills, and Communication). TRS-EAC scores also demonstrated good to excellent reliability and were related to children's performance on direct measures of early academic skills.

Research Findings: The purpose of the current study was to evaluate the structural validity of scores on a measure of global classroom quality, the Classroom Assessment Scoring System (CLASS K–3; Pianta, La Paro, & Hamre, 2008). Using observational data from a sample of 417 kindergarten classrooms from the southern and mid-Atlantic regions of the United States, we used confirmatory factor analysis to examine the structural validity of the CLASS K–3. Factor analytic findings supported a 3-factor and 10-dimension structure for the CLASS K–3; however, some modifications were made to the original CLASS model. Practice or Policy: Although the overall structure of the CLASS has been generally consistent across validation studies, some facets of the model may be less stable than others. Additional examination of alternative factor structures is needed to further clarify the relationships among the CLASS dimensions and domains. Current psychometric evidence provides support for continued use of the CLASS to guide...

Despite growing interest in early intervention, there are few measures available to monitor the progress of early academic skills in preschoolers. The Early Arithmetic, Reading, and Learning Indicators (EARLI; DiPerna, Morgan, & Lei, 2007) were developed as brief assessments of critical early literacy and numeracy skills. The purpose of the current study was to examine the factor structure of the EARLI probes via confirmatory factor analysis (CFA) in a sample of Head Start preschoolers (N = 289). A two-factor model with correlated error terms and a bifactor model provided comparable fit to the data, although there were some structural problems with the latter model. The utility of the bifactor model for explaining the structure of early academic skills as well as the utility of the EARLI probes as measures of literacy and numeracy skills in preschool are discussed.

The purpose of this study was to examine response dimensionality for a new measure of young children’s early literacy skills. The Early Arithmetic, Reading, and Learning Indicators (EARLI) include six brief measures of early literacy skills. These measures were administered at three time points (October, January, and April) to children enrolled in Head Start. Responses from each of the EARLI literacy measures were analyzed by nonlinear factor analysis and DIMTEST. Results suggest that the majority of the EARLI literacy skill scores are essentially unidimensional.

The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are brief measures of early literacy skills for students in Grades K- 6 (University of Oregon, 2009; see Kaminski & Good, 1996). School psychologists and other educational professionals use DIBELS to identify students who are in need of early intervention. The purpose of this review was to synthesize the current psychometric evidence for each DIBELS indicator. Strong reliability and validity evidence was observed for DIBELS Oral Reading Fluency; however, evidence for the remaining DIBELS indicators demonstrated greater variability. Although the majority of evidence focused on individual score reliability and validity for single-point decisions, further studies are needed to determine effective practices for progress monitoring.

Mathematics proficiency is becoming increasingly important for all individuals in today's society. Specifically, successful math achievement is necessary for the technological jobs of the 21st century and for many other daily activities (Mazzocco & Thompson, 2005). As a result of the growing emphasis on technology in today's workplace, employees are expected to display a higher skill level in mathematics than in the past (Clarke & Shinn, 2004). Furthermore, according to the National Science Board (2003), the careers with the highest rate of growth will require individuals who are proficient in math and science. Therefore, students with mathematics deficiencies may have limited career opportunities. In addition to the limited job opportunities associated with mathematics deficiency, there are also economic consequences of poor mathematics achievement. Because math-oriented jobs tend to yield higher salaries, differences in mathematics achievement levels may contribute to the growing economic disparity among various groups in the United States. As such, there has been increased concern for individuals of lower socioeconomic status, minorities, and females because these groups generally tend to exhibit lower levels of mathematics achievement (Arnold, Fisher, Doctoroff, & Dobbs, 2002; Business-Higher Education Forum, 2005; National Science Foundation, 2003). As a result, these patterns of mathematics proficiency and career opportunities may contribute to the gender gap in salaries and to intergenerational cycles of poverty (Arnold et al., 2002). Given the importance of mathematics proficiency in today's society, it is necessary to understand current mathematics achievement among students in the United States. Children's Achievement in Mathematics Recent research shows that many students in the United States are failing to acquire the mathematics skills necessary to succeed both within and outside the classroom (Clarke & Shinn, 2004; National Research Council [NRC], 2001; Reese, Miller, Mazzeo, & Dossey, 1997). Furthermore, national studies examining students' math achievement indicate that students may not possess the skills necessary to meet the changing technological demands of the workplace (Clarke & Shinn, 2004). One such assessment is the National Assessment of Educational Progress (NAEP), which is an ongoing assessment of the proficiency of America's students in various skill areas (e.g., reading, mathematics, writing). NAEP provides insights regarding the academic achievement, instructional experiences, and school environment for students in Grades 4, 8, and 12. The 2007 NAEP results in mathematics showed that approximately 18% of students in Grade 4 and 29% of students in Grade 8 were below the basic level of achievement. Approximately 37% of fourth-graders and 32% of eighth-graders were at the basic level. The basic level is defined by NAEP as "partial mastery of knowledge and skills that are fundamental for proficient work" (Reese et al., 1997, p. 53). In the same assessment, 39% of fourth-graders and 32% of eighth-graders were at or above the proficient level. Proficiency is defined by NAEP as students having "demonstrated competency over challenging subject matter" and being "well-prepared for the next level of schooling" (Reese et al., 1997, p. 53). Overall, results of the NAEP show that the majority of students are failing to meet the national standards set for proficiency in mathematics. The demand for mathematical skills in the workplace, coupled with current low levels of mathematics proficiency, suggest a need to examine how math skills develop and which early math skills are most important for later mathematics achievement. In addition, results of such research would inform early identification and intervention efforts to promote early mathematics development and prevent later failure. Early Development of Mathematics Skills The importance of early identification of children who are likely to experience later academic difficulties in school has been highlighted by many scholars and school-based practitioners. …

The purpose of this study was to examine the reliability and validity of scores from six early literacy probes developed for use with preschool-age children. The literacy probes were administered to 84 preschoolers at three time points over a 6-month period. Also, a criterion measure of early literacy skills was administered to a subset of students. Results indicated that the probes demonstrate adequate reliability for screening decisions, moderate to strong concurrent relationships with a criterion measure, and developmentally appropriate changes in children's early literacy skills over time. These results add to the growing body of evidence supporting the technical adequacy of general outcome measurement for use in monitoring the progress of preschoolers' academic skill development. © 2009 Wiley Periodicals, Inc.

Current empirical evidence indicates poor learning trajectories for students with early literacy skill deficits. As such, reliable and valid detection of at-risk students through regular screening and progress monitoring is imperative. This study investigated the predictive validity of scores on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Logistic regression analyses were used to test the utility of the DIBELS first grade indicators for predicting reading proficiency on TerraNova California Achievement Test (CAT) Assessment and Pennsylvania System of School Assessment (PSSA) in second and third grade, respectively. Results suggest that students' first grade Oral Reading Fluency (ORF) DIBELS risk category scores were the only significant predictor of future TerraNova and PSSA reading proficiency. Although the current data present encouraging results for the predictive validity of ORF as a screening tool for early readers, further investigations of the utility of the remaining indicators (Letter Naming Fluency, Nonsense Word Fluency, and Phonemic Segmentation Fluency) are warranted. © 2009 Wiley Periodicals, Inc.

This study examined longitudinal predictive relationships between young children's classroom behaviors and their growth in mathematics skills during the primary grades. Using the Early Childhood Longitudinal Study--Kindergarten cohort, the authors tested a longitudinal model featuring positive (interpersonal skills and approaches to learning) and negative (internalizing and externalizing) behaviors at kindergarten entry as predictors of growth in mathematics achievement through 3rd grade. Results indicated that negative behaviors demonstrate negligible relationships with early development of mathematics skills. Interpersonal skills demonstrated a small negative relationship with mathematics growth when other positive behaviors were included as predictors in the model. In contrast, approaches to learning (goal-directed behavior, persistence, organization) demonstrated small positive relationships with growth in mathematical skills and may represent a skill domain for educators to consider in designing their instructional practices.