Penn Child Research Center

The mission of the Penn Child Research Center is to promote the educational and psychological well-being of children through the application of informed social and scientific policy. Founded in 2005 with funding from the National Institute of Child Health and Human Development and The William Penn Foundation, Penn Child Research focuses on three primary activities:

  • Research to advance the comprehensive understanding of children as they learn and develop in the context of family, school, and community
  • Production and analysis of high quality evidence for the formation of effective public policies regarding children and their communities and for the advancement of fundamental scientific inquiry on children’s learning and development
  • Design and validation of evidenced-based assessment and intervention on behalf of all children, especially those most vulnerable
Graduate School of Education

Filters

20174
4
4
Reset filters

Settings

Search results

Now showing 1 - 4 of 4
  • Publication
    The Classroom Engagement Scale: Validity Evidence and Implications for Use
    (Penn Child Research Center, 2017-07-01) Barghaus, Katherine; Fantuzzo, John; Coe, Kristen; Brumley, Benjamin; LeBoeuf, Whtiney
    This research brief describes the validation of the Classroom Engagement Scale for use in kindergarten based on it current full-scale use in the School District of Philadelphia. It provides the foundation for more meaningful use of the scale by parents and teachers as they work to build social-emotional competencies in kindergarten students.
  • Publication
    A Comprehensive Examination of the School District of Philadelphia’s Kindergarten Classroom Engagement Scale (CES): Validation Report
    (Penn Child Research Center, 2017-11-01) Barghaus, Katherine; Fantuzzo, John; Brumley, Benjamin; Coe, Kristen; LeBoeuf, Whitney
    The Penn Child Research Center and School District of Philadelphia (SDP) have partnered to foster the classroom engagement skills of students entering public school kindergarten. To do so, a three-phase, evidence-based, plan was developed. The first phase was to establish the scientific validity and reliability of the District’s measure of classroom engagement currently used at-scale with all kindergarteners–the Classroom Engagement Scale (CES). This measure consists of 14 items and it appears on the kindergarten report card which is sent home quarterly. This report contains the findings from the validation study.
  • Publication
    Using Integrated Data to Understand Early Childhood Risks and Access to Quality Early Childhood Education
    (2017-04-01) Barghaus, Katherine; Fantuzzo, John; Coe, Kristen; Henderson, Cassandra; LeBoeuf, Whitney
    These slides were presented at the 2017 Annual Meeting of the American Educational Research Association in San Antonio, Texas. The session was titled "Data-Driven Decision Making: Not the Usual Contexts."
  • Publication
    The Use of Integrated Data to Inform Quality Pre-K Expansion in Philadelphia
    (Penn Child Research Center, 2017-04-01) Barghaus, Katherine; Henderson, Cassandra; Coe, Kristen; LeBoeuf, Whitney; Fantuzzo, John; Moore, James
    This research brief describes how integrated administrative data from the City of Philadelphia's CARES data system were used to inform the expansion of pre-k services in the City of Philadelphia. It provides a model for other states and municipalities seeking to use integrated data to inform policy-making, particularly for young children and their families.