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Sustained Exposure to High Quality Programming During the Earliest Years: Evidence from the Educare Cross-site Implementation Study. Noreen Yazejian, Ph.D. FPG Child Development Institute University of North Carolina Chapel Hill Child Care Policy Research Consortium (CCPRC) Annual Meeting - PowerPoint PPT Presentation
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Sustained Exposure to High Quality Programming During the Earliest Years: Evidence from the Educare Cross-site
Implementation Study
Noreen Yazejian, Ph.D.FPG Child Development Institute
University of North Carolina Chapel Hill
Child Care Policy Research Consortium (CCPRC) Annual MeetingWashington DC, October 30, 2009
Educare
8 operational sites: Chicago, Denver, Milwaukee, Miami, Oklahoma City, Omaha (2), Tulsa
4 sites opening by Fall 2010: Kansas City, Maine (central), Seattle, Tulsa 2
9 sites in development: Anacostia, Arizona, California, Cleveland, Michigan, New Jersey, New Orleans, West DuPage, Yakima
• Formation of Educare and the Bounce Learning Network• Public/Private partnerships• Future growth of the Network
Core Features of the Educare Model
• Small Class Size• Staff Qualifications• Continuity of Care• Early Oral Language
and Literacy• Social Emotional
Development• Problem Solving and
Numeracy
• Starting Early• Research Based• Family Support
Services• Interdisciplinary
Approach• Reflective
Supervision and Practice
• Integrating the Arts
Implementation Study Purposes • For internal stakeholders:
Program improvement, site-specific technical assistance, and answering site-specific questions
• For external stakeholders: Document core features, showcase high quality, contribute to literature on enhancing child outcomes, and provide data and a place for advocacy
Who Are We?
• Local evaluators at eight sites (in 2009-10) with a central evaluation coordination site at FPG
• National advisory board for the Implementation Study
• Local program leaders and funders
• Technical assistance staff at the Ounce of Prevention Fund
Type of data Frequency Why Collect?Staff Questionnaire Annually Demographics, beliefs, practicesParent Interview F & S each year Demographics, beliefs, activities,
involvement, risk factors
Classroom ObsITERS-R or ECERS-RELLCOCLASS
Annually Classroom activities, language, interactions, overall quality
Child assessmentsEarly Comm. IndicatorBayleyPPVT-4 (+ Woodcock-Munoz)
PALS Bracken
F, W, S24 monthsEHS: at 36 moHS: F & S of 1st HS yr + S of 2nd yrF & S of yr before K Spring before K
Child language and cognitive status and change over time; maintenance of Spanish language (for ELLs)
Tchr ratings: DECA-IT & DECA F & S each year Children’s social-emotional competence
Overview of Data Collection
Distribution of ITERS-R Total Scores, 2008 & 2009
0
10
20
3040
50
60
70
1-1.9 2-2.9 3-3.9 4-4.9 5-5.9 6-7.0
2008, N=412009, N=32
%
Distribution of ECERS-R Total Scores, 2008 & 2009
0
10
20
30
40
50
60
1-1.9 2-2.9 3-3.9 4-4.9 5-5.9 6-7.0
2008, N=382009, N=48
%
Child Demographics, 2009
• Gender: 51% Boys, 49% Girls
• Race/Ethnicity29% Hispanic (any race)56% Black 7% White8% Biracial or Other
• Primary Caregiver Education 19% < HS 14%HS plus technical training 20% HS/GED 10% AA 24% some college 7% BA
Language Most Heard at Home (%)
0102030405060708090
100
CHI DEN MIL OMA SEA TUL ALL
EnglishSpanishOtherMissing
10
Summary of Age of Entry Effects• Age of entry matters—the earlier children enter, the
higher their scores on:– Bayley cognitive and language scores at age 2– PPVT vocabulary scores at age 3 (Eng speakers)– PPVT the spring before K (Eng & non-Eng)– Bracken school readiness the spring before K (Eng & non-Eng)– Woodcock Munoz Spanish lang ability the spring before K
• Age of entry effects were not found for:– Bayley motor scores– Latest ECI communication scores– PPVT for non-Eng and Woodcock Munoz at age 3 (but sample
sizes small)
11
Bayley Cognitive Standard Scores of 2 Year Olds by Age of Entry into Educare
All Sites, English, Adjusted, 2007-09
0-6 mos (n=15) 6-12 mos (n=34)
12-18 mos (n=24)
18+ mos (n=16)
All (N=89)85
90
95
100
105
110
115
96.7 96.493.7
91.5
94.8
Bayley Language Standard Scores of 2 Year Olds by Age of Entry into Educare
All Sites, English, Adjusted, 2007-09
0-6 mos (n=15) 6-12 mos (n=34)
12-18 mos (n=24)
18+ mos (n=16)
All (N=89)85
90
95
100
105
110
115
101.2
96.298.7
92.1
97.0
English Vocabulary Scores (PPVT-4) of 3 Year Olds by Age of Entry into Educare
All Sites, Adjusted, 2007-09
Age 1 Age 2 Age 3 All85
90
95
100
105
110
115
95.893.2
90.693.7
English (n=230)Children’s Home Language:
English Vocabulary Scores (PPVT-4) of Kindergarten Bound Children by Age of Entry into Educare
All Sites, Adjusted, 2007-09
< 2 yrs 2-3 yr 3-4 yrs 4+ yrs All65707580859095
100105110115
96.291.8
89.1 88.891.0
100.3
89.6
78.4
69.774.5
English (n=372) Non-English (n=214)Children’s Home Language:
School Readiness Scores (English Bracken) of Kindergarten Bound Children by Age of Entry into Educare
All Sites, Adjusted, 2007-09
< 2 yrs 2-3 yrs 3-4 yrs 4+ yrs All85
90
95
100
105
110
115
105.1
98.496.4 95.5
98.8
104.4 105.3
97.0
88.7
93.0
English (n=332) Non-English (n=189)Children’s Home Language:
PPVT Scores 2007-09: Age by Age of Entry Interactions (Home Language: n=681 English, 283 non-English)
Age 3 Age 4 Age 565
70
75
80
85
90
95
100
105
110
115
97.6 97.1 96.6
85.6
91.390.693.7
96.8
67.6
78.6
English-Early Enterers (Age 1) English-Late Enterers (Age 4)Non-English-Early Enterers (age 1.5) Non-English-Late Enterers (Age 4)
Educare’s Early Returns are Promising
• Strong evidence for “earlier is better”• High-quality classrooms presumed to play a role,
but also other Educare core features• Planning for a randomized study to better
compare effects of Educare with “typical” care• Purpose statement, measures list, and Promising
Early Returns documents are available at:http://www.fpg.unc.edu/~bounce