General measures of process quality are widely used in the early childhood education (ECE) field. However, the evidence regarding associations between the most widely used process quality measure, the Classroom Assessment Scoring System (CLASS; Pianta et al., 2008), and children’s school readiness gains during the preschool year is mixed. Using data collected during the 2016–2017 school year, we replicate prior work from the 2009–2010 school year which analyzed associations between CLASS scores and children’s gains in language and executive function during the year when children were enrolled in a high-quality public prekindergarten program (Weiland et al., 2013). Additionally, we extend prior work by examining gains in numeracy skills and heterogeneous associations by children’s skills at preschool entry. Participants were teachers in 42 preschool classrooms and a random sample of 307 children. Across linear, quadratic, and spline models, we found that none of the CLASS domains were associated with children’s gains in vocabulary and executive function skills. We found no evidence of moderation by child baseline skills. We discuss future directions for measuring and analyzing process quality in prekindergarten.

过程质量的一般度量标准已广泛应用于幼儿教育（ECE）领域。但是，关于最广泛使用的过程质量度量，课堂评估评分系统（CLASS； Pianta等，2008）与学龄前儿童入学准备率增加之间的关联的证据是混杂的。使用2016-2017学年收集的数据，我们复制了2009-2010学年的先前工作，该工作分析了CLASS成绩与儿童入学高质量公共幼儿园前一年中儿童语言和执行功能的获得之间的关联。计划（Weiland等，2013）。此外，我们通过检查学龄前入学儿童的技能在算术技能和异类联想方面的收益来扩展先前的工作。参加者有42个学前班教室的老师和307名儿童的随机样本。在线性，二次和样条模型中，我们发现没有CLASS域与孩子的词汇量和执行功能技能的提高相关。我们没有发现儿童基线技能适度的证据。我们讨论了衡量和分析幼儿园前过程质量的未来方向。