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Early Childhood Learning Environment

Given the impact of COVID-19, many metrics and STAR scores are unavailable for the 2020 report card.

School Profiles, Graduation Rates, College Enrollment Rates, School Finance, and Educator and Health Staff have been updated with 2020 data. All other metrics display historical data from prior years as labeled. Click here for additional information about the Accountability and Assessment waiver and other COVID-19 educational resources.

How are the LEA's pre-K programs promoting student development and learning?

This page shares data on the quality of teacher-child interactions in Pre-K four-year-old classrooms within the LEA. The data is gathered through the CLASS instrument, a research-based tool for observing and assessing the effectiveness of classroom interactions in the Pre-K classrooms and used to promote student development and learning.

2019 Pre-K Classroom Organization

Score for the teacher’s observed classroom routines and procedures, assessing organization and management of student behavior and classroom activities. Generally, a score of 1 or 2 is considered low quality, a score of 3, 4, or 5 is considered moderate quality and a score of 6 or 7 is considered high quality.

2019 Pre-K Emotional Support

Score for how well the teacher promotes a positive classroom environment. Generally, a score of 1 or 2 is considered low quality, a score of 3, 4, or 5 is considered moderate quality and a score of 6 or 7 is considered high quality.

2019 Pre-K Instructional Support

Score for how well the teacher implements instruction to promote learning development. Generally, a score of 1 or 2 is considered low quality, a score of 3, 4, or 5 is considered moderate quality and a score of 6 or 7 is considered high quality.

View the DC Report.