Abstract
This case study examined the effect of quality preschool programming on child outcomes in a blended inclusive preschool program implemented in an urban school system in the piedmont of North Carolina. The blended inclusive preschool program was a newly initiated program in this district and had been in place for only 1 school year. The purpose of this study was to examine the growth of students enrolled in the program over a period of 6 months using the Learning Accomplishment Profile-Third Edition. Quality of programming was determined using the Early Childhood Environmental Rating Scale-Revised. Results of child outcomes and quality scores were analyzed using regression analyses. A case study with mixed methods was used for this study. Multiple child scores, quality programming scores, interviews and observations were used to collect data. An analysis of the data revealed that there was statistically significant growth within the means on the Learning Accomplishment Profile-Third Edition between three administrations. Each student showed growth in all areas examined. Regression analysis was used to determine the relationship between quality scores using the Early Childhood Environmental Ratings Scales-Revised and each sub-score of the Learning Accomplishment Profile-Third Edition. These analyses showed no statistical relationship between classroom quality and child outcomes.
