1 The Impact of Challenging Behaviors Can One Really Be “Expelled” from Preschool? Walter S....

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The Impact of Challenging Behaviors

The Impact of Challenging Behaviors

Can One Really Be “Expelled” from Preschool?

Walter S. Gilliam, PhD

The Edward Zigler Center in Child Development and Social PolicyChild Study Center, Yale University School of Medicine

November 16, 2005

Can One Really Be “Expelled” from Preschool?

Walter S. Gilliam, PhD

The Edward Zigler Center in Child Development and Social PolicyChild Study Center, Yale University School of Medicine

November 16, 2005

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Work Supported by:Work Supported by:

• Pew Charitable Trusts

National Institute for Early Education Research

• Foundation for Child Development

• A.L. Mailman Family Foundation

• Schott Foundation for Public Education

• Pew Charitable Trusts

National Institute for Early Education Research

• Foundation for Child Development

• A.L. Mailman Family Foundation

• Schott Foundation for Public Education

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The State-Funded PreK ExplosionThe State-Funded PreK Explosion

• State administered &

funded

• Serves children 3-4

• Classroom-based

• Goal: School Readiness

• State administered &

funded

• Serves children 3-4

• Classroom-based

• Goal: School Readiness0

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1965 1970 1975 1980 1985 1990 1995 2000Nu

mber

of S

tates

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5

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15

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1965 1970 1975 1980 1985 1990 1995 2000Nu

mber

of S

tates

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State-Funded PreK & State-Funded Head StartState-Funded PreK &

State-Funded Head Start

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“Expulsion” from Preschool?“Expulsion” from Preschool?

• The Expulsion Question

– Over past 12 months

– Required terminating participation in program

– No transition to more appropriate setting

• The Expulsion Question

– Over past 12 months

– Required terminating participation in program

– No transition to more appropriate setting

• “Expulsion” variables only a small part of NPS

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Expulsion Results: NationExpulsion Results: Nation

• 10.4% of PreK teachers expelled at least 1 child

in past year due to behavior problems

• 1 child (78%); 2 children (15%);

3 children (6%); 4 children (1%)

• PreK Expulsion Rate = 6.7 / 1,000

• K-12 Expulsion Rate = 2.1 / 1,000

• 10.4% of PreK teachers expelled at least 1 child

in past year due to behavior problems

• 1 child (78%); 2 children (15%);

3 children (6%); 4 children (1%)

• PreK Expulsion Rate = 6.7 / 1,000

• K-12 Expulsion Rate = 2.1 / 1,000

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State PreK Expulsion RatesState PreK Expulsion Rates

Newspaper Coverage

Newspaper Coverage

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TV Play on All Major StationsTV Play on All Major Stations

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Who Gets Expelled?Who Gets Expelled?

• 4-year-olds 50% more likely than 3’s

• Boys 3½ times more likely than girls

• African Americans 2 times rate of

European Americans; 5 times rate of

Asian Americans

• 4-year-olds 50% more likely than 3’s

• Boys 3½ times more likely than girls

• African Americans 2 times rate of

European Americans; 5 times rate of

Asian Americans

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High Child-Teacher Ratio Predicts Expulsion

High Child-Teacher Ratio Predicts Expulsion

8.8%

10.2%

13.3%

9.0%

Under 8 8 to 9 10 to 11 12 and Up

Number of Children Per Teacher

% C

lass

room

s E

xpel

lin

g

8.8%

10.2%

13.3%

9.0%

Under 8 8 to 9 10 to 11 12 and Up

Number of Children Per Teacher

% C

lass

room

s E

xpel

lin

g

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Length of School Day Predicts Expulsion

Length of School Day Predicts Expulsion

7.2%

12.9%

9.2%

Half-Day School-Day Extended-Day

Length of Day

% C

lass

room

s E

xpel

lin

g

7.2%

12.9%

9.2%

Half-Day School-Day Extended-Day

Length of Day

% C

lass

room

s E

xpel

lin

g

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Group Size & Teacher Stress Predict Expulsion (MA)

Group Size & Teacher Stress Predict Expulsion (MA)

46.9% 50.0%

12.0%

45.7%

High Size Low Stress

Low Size High Stress

High Size High Stress

Low Size Low Stress

Class Size & Teacher Stress

% C

lass

room

s E

xpel

lin

g 46.9% 50.0%

12.0%

45.7%

High Size Low Stress

Low Size High Stress

High Size High Stress

Low Size Low Stress

Class Size & Teacher Stress

% C

lass

room

s E

xpel

lin

g

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Access to Behavioral Supports Associated with Lower Expulsion

Access to Behavioral Supports Associated with Lower Expulsion

14.3%

8.0%

10.3%

No Access On-Call Access On-Site Access

Access to Behavioral Support Staff

% C

lass

room

s E

xpel

lin

g

14.3%

8.0%

10.3%

No Access On-Call Access On-Site Access

Access to Behavioral Support Staff

% C

lass

room

s E

xpel

lin

g

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The Impact on California’s Preschool for All Initiative

The Impact on California’s Preschool for All Initiative

• “Sec. 141117 (a) Within six months of the

effective date of this Act, the Superintendent of

Public Instruction shall adopt initial regulations

to:

– (10) Limit the expulsion of children from

Preschool for All programs;”

• “Sec. 141117 (a) Within six months of the

effective date of this Act, the Superintendent of

Public Instruction shall adopt initial regulations

to:

– (10) Limit the expulsion of children from

Preschool for All programs;”

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What Needs to be Learned?What Needs to be Learned?

• Current Studies– Can services and policy changes make a difference?

– How does teacher job stress play a role, and how can supports help?

• Proposed Studies– Why are older preschoolers, boys, and African Americans

most at-risk?

– What is the expulsion process like?

• Someday Studies– What are the long-term implications of expulsion?

– Can better teacher-parent partnerships make a difference?

– What are the implications for children with disabilities?

• Current Studies– Can services and policy changes make a difference?

– How does teacher job stress play a role, and how can supports help?

• Proposed Studies– Why are older preschoolers, boys, and African Americans

most at-risk?

– What is the expulsion process like?

• Someday Studies– What are the long-term implications of expulsion?

– Can better teacher-parent partnerships make a difference?

– What are the implications for children with disabilities?

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Evaluating Connecticut’s ResponseEvaluating Connecticut’s Response• We are nearing end of a 2-year evaluation

(results due Summer 2006)

• First randomized study of consultative supports to preschools

• 50 treatment classrooms + 50 waitlist

• Examining effects on expulsion rates, child behavior, classroom practices, teacher job stress

• Effectiveness & cost-benefit analyses

• We are nearing end of a 2-year evaluation (results due Summer 2006)

• First randomized study of consultative supports to preschools

• 50 treatment classrooms + 50 waitlist

• Examining effects on expulsion rates, child behavior, classroom practices, teacher job stress

• Effectiveness & cost-benefit analyses

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The Big PictureThe Big Picture

• PreK expulsion is a quiet crisis

• Many service-end predictors of expulsion

• Several states using the findings to improve

legislation and policy

• Exploring scalable and cost-effective models of

prevention

• PreK expulsion is a quiet crisis

• Many service-end predictors of expulsion

• Several states using the findings to improve

legislation and policy

• Exploring scalable and cost-effective models of

prevention

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For More Info…For More Info…

Walter S. Gilliam, PhDDirectorThe Edward Zigler Center in Child Development & Social Policy

Child Study CenterYale University School of Medicine230 South Frontage RoadPO Box 207900New Haven, CT 06520-7900

Phone: 203-785-3384Email: walter.gilliam@yale.edu

Available online: www.fcd-us.org/news/publications.html

Walter S. Gilliam, PhDDirectorThe Edward Zigler Center in Child Development & Social Policy

Child Study CenterYale University School of Medicine230 South Frontage RoadPO Box 207900New Haven, CT 06520-7900

Phone: 203-785-3384Email: walter.gilliam@yale.edu

Available online: www.fcd-us.org/news/publications.html