Date of this Version
Early Education and Development
Research Findings: The aim of this study was to provide an initial investigation into the psychometric properties of the Problems in Classroom Engagement Scale (PCES). The PCES was designed and tested for district-wide use as part of the report card system for a large urban school district. The PCES was administered to all first, second, and third grade students in the district. Factor analytic examination revealed a bifactor structure as the best fit to the data. The bifactor structure reflected a general factor of Problems in Behavioral Engagement and two key group factors: Problems in Social Engagement and Problems in Academic Engagement. These factors were found to be reliable within and across grades and demonstrated convergent and divergent relations with academic and behavioral outcomes. Practice or Policy: Findings provide initial evidence to support the routine use of PCES in a large, urban setting. As such, use of the PCES can help in fostering district-wide attention to students’ early behavioral, social, and academic engagement difficulties.
This is an Accepted Manuscript of an article published by Taylor & Francis in Early Education and Development on July 7, 2016, available online: http://wwww.tandfonline.com/10.1080/10409289.2016.1197012
Barghaus, K., Fantuzzo, J., LeBoeuf, W., Henderson, C., Li, F., & McDermott, P. (2016). Problems in Classroom Engagement: Validation of an Assessment for District-wide use in the Early Primary Grades. Early Education and Development, 28 (2), 154-166. http://dx.doi.org/10.1080/10409289.2016.1197012
Date Posted: 06 November 2017
This document has been peer reviewed.