Researchers investigated whether the Classroom Assessment Scoring System[TM] reliably characterized prekindergarten classrooms having varying ethnic and language compositions across the instrument's three domains (Emotional Support, Classroom Organization, and Instructional Support). They also examined whether the instrument predicted children's social, mathematics, and literacy outcomes equally well for Latino and dual language learner children as it does for their White, English-speaking peers. [A full report of this study may be found at Downer, J. T., Lopez, M. L., Grimm, K. J., Hamagami, A., Pianta, R. C., & Howes, C. (2012). Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings. "Early Childhood Research Quarterly." 27, 21-32 (EJ947499).]