|Competency gradient for child-parent centers
|Year of Publication
|Journal of Outcomes Measurement
|*Models, Statistical, Activities of Daily Living/classification/psychology, Adolescent, Chicago, Child, Child, Preschool, Early Intervention (Education)/*statistics & numerical data, Female, Follow-Up Studies, Humans, Male, Outcome and Process Assessment (Health Care)/*statistics & numerical data
This report describes an implementation of the Rasch model during the longitudinal evaluation of a federally-funded early childhood preschool intervention program. An item bank is described for operationally defining a psychosocial construct called community life-skills competency, an expected teenage outcome of the preschool intervention. This analysis examined the position of teenage students on this scale structure, and investigated a pattern of cognitive operations necessary for students to pass community life-skills test items. Then this scale structure was correlated with nationally standardized reading and math achievement scores, teacher ratings, and school records to assess its validity as a measure of the community-related outcome goal for this intervention. The results show a functional relationship between years of early intervention and magnitude of effect on the life-skills competency variable.