Classroom Assessment Scoring System (CLASS): 2011 Region V Averages

I have written several blog posts about the Classroom Assessment Scoring System (feel free to search my blog to read more on CLASS and the what’s, how’s, and why’s of it).

I recently posted the 2010 national averages of CLASS under their three domains. However, today I want to compare Region V’s average scores between 2010 and 2011. Region V consists of Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin. Did Region V make any improvements in CLASS over the course of the year? Did Region V falter and have their classrooms degrade over the three domains of CLASS? Let’s find out.

Last year (2010), Region V did better, on average, on all three dimensions than the National Average, with Minnesota, Ohio, and Wisconsin leading the charge (see early blog post). Click here to see a pdf of how Region V scored on CLASS for 2010 and 2011, beyond what this blog post discusses.

2010’s averages are as follows for Region V:

Region V has the CLASS averages under the three domains are as follows:

Emotional Support:              5.41

Classroom Organization:     4.76

Instructional Support:         3.54

In 2011, Region V scored as follows:

Emotional Support:              5.24

Classroom Organization:     4.86

Instructional Support:         3.20

This means that Region V dropped on both Emotional Support and Instructional Support, while their Classroom Organization increased. Not good. Not good. The swing for Classroom Organization was a pretty good upward swing by increasing by 0.10. That’s huge! Especially when considering the number of classrooms that would have to change in order to increase by a full tenth of a point.

However, Emotional Support dropped by 0.17 and Instructional Support by 0.34. What this means is that Region V is being less sensitive to the children’s needs (i.e. less smiling, fewer praise, possibly more sarcasm or possibly being demeaning to children, etc) while at the same time decreasing what Region V is actually teaching the children (i.e. less verbal responses, less feedback loops, less thinking and conceptualizing by the children, etc).

The caveat to this is that in 2010 their were only 64 grantees that had CLASS completed on them while in 2011 there were 73. It’s hypothetically possible that the scores didn’t go down or up (or maybe they did), but rather that 2011 shows a fuller picture of the kind of education Head Start children are receiving compared to 2010, since there are so many more grantees participating in CLASS in 2011. As it stands, it’s possible that the grantees who were scored last year increased under all three domains, but since 9 more grantees were graded, it’s hypothetically possible that those 9 scored much lower than all of the other grantees and thus dragged down the average. Naturally the opposite of this could be true as well. Only when there is a full picture of all of the grantees or when we can compare the same grantees to the same grantees over time will we truly know if they are improving or not.




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