None of the assessments are exclusive, but used together they can give a better picture
of how the intervention is helping a
student, or
whether additional support is needed.
Using nine specific quality benchmarks, including things like
whether teachers had specialized training in early childhood education, if the maximum class size was 20
students or fewer and what the
student to staff ratio was, Erin Baumgartner found that
none of the 50 campuses included in the study met all nine
of the quality benchmarks and that
students of limited English proficiency were less likely to be enrolled in pre-kindergarten programs with six or more quality indicators.