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How Is Child Care Quality Measured?

Child Care Quality: Does It Matter and Does It Need to be Improved? (Full Report). How Is Child Care Quality Measured?

A critical issue in evaluating the research evidence is consideration of how child care quality is measured. Researchers have measured quality in various ways: by observing process, by recording structural and caregiver characteristics, by assessing health and safety provisions. Child care processes refer to actual experiences that occur in child
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Child Care Quality: Does It Matter and Does It

Child Care Quality: Does It Matter and Does It Need to be Improved? (Full Report)

Deborah Lowe Vandell Educational Sciences Institute for Research on Poverty University of WisconsinMadison Barbara Wolfe 1 Department of Economics Preventive Medicine Institute for Research on Poverty University of WisconsinMadison
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Enhancing the Well-Being of Young Children and

Enhancing the Well-Being of Young Children and Families in the Context of Welfare Reform

By Jane Knitzer and Nancy K. Cauthen National Center for Children in Poverty The Joseph L. Mailman School of Public Health Columbia University In Collaboration with Ellen Kisker Mathematica Policy Research, Inc.
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Innovation in monitoring in early care and

Innovation in monitoring in early care and education: Options for states - An ASPE White Paper, in partnership with ACF

From: Innovation in monitoring in early care and education: Options for states - An ASPE White Paper, in partnership with ACF
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Best Intentions are Not Enough: Techniques for

Best Intentions are Not Enough: Techniques for Using Research and Data to Develop New Evidence-Informed Prevention Programs

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Endnotes

State-Funded Pre-Kindergarten: What the Evidence Shows. Endnotes

(1) Strengthening Head Start, What the Evidence Shows , U. S. Department of Health and Human Services, June 2003. http://aspe.hhs.gov/hsp/StrengthenHeadStart03/index.htm (2) The American Federation of Teachers, At the Starting Line , 2003. State pre-kindergarten was defined broadly as providing funds for preschool programs that have early ch
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Appendix A: Table 1 Notes

State-Funded Pre-Kindergarten: What the Evidence Shows. Appendix A: Table 1 Notes

1 Source: American Federation of Teachers, At the Starting Line , 2003. Louisiana, Maine, Rhode Island, and Wisconsin recommend rather than require a 1:10 ratio. Georgia requirements apply to public providers. New Jersey requirements apply to the Abbott Preschool Program. North Carolina requirements apply to More at Four.
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V. Conclusion

State-Funded Pre-Kindergarten: What the Evidence Shows. V. Conclusion

The goal of this report was to determine whether there is evidence that states can meet the challenge of providing high quality, comprehensive early childhood education and whether states would be sufficiently dedicated to this effort.
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B. Some states have comprehensive systems

State-Funded Pre-Kindergarten: What the Evidence Shows. B. Some states have comprehensive systems initiatives that target school readiness

Some states are undertaking the development of comprehensive early childhood systems that focus on providing high quality early childhood education that links children to essential services needed to promote school readiness. During the past five years, there has been an increase in the number of states developing initiatives to create early child
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A. Some states are working to develop early

State-Funded Pre-Kindergarten: What the Evidence Shows. A. Some states are working to develop early childhood education systems

National Association of State Boards of Education, Early Childhood Education Network
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IV. Some states are making advances in building

State-Funded Pre-Kindergarten: What the Evidence Shows. IV. Some states are making advances in building early childhood systems

With heightened accountability for K-12 student achievement, states have become increasingly interested in developing comprehensive and integrated early childhood systems, with most serving ages birth through five. According to a recent in-depth review of the experiences of three states — Georgia, Massachusetts, and Ohio — in developing a ma
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3. States are beginning to invest in tracking the

State-Funded Pre-Kindergarten: What the Evidence Shows. 3. States are beginning to invest in tracking the performance of children in pre-kindergarten

Reports describing the performance of children who attend state-funded pre-kindergarten are available from several states. Unlike randomized experiments or quasi-experiments, these studies do not have designs that are appropriate for comparing outcomes for children who attend state-funded pre-kindergarten with other children. Instead, the purpose
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2. Quasi-experiments show that states can

State-Funded Pre-Kindergarten: What the Evidence Shows. 2. Quasi-experiments show that states can implement successful pre-kindergarten programs

A well-designed quasi-experiment is an alternative to the randomized experiment when randomly assigning children to different groups may not be practical. In a quasi-experiment, the performance of children who attended the target program is compared to the performance of one or more groups of children who did not attend. The most rigorous quasi-ex
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1. States use the evidence from randomized

State-Funded Pre-Kindergarten: What the Evidence Shows. 1. States use the evidence from randomized experiments to build their initiatives

The randomized experiment is the strongest research design for determining if a program causes the desired effects. Randomly assigning children either to a group that attends the target program or to a group that does not attend is necessary for knowing whether the program, as opposed to other factors, caused the measured outcomes. As yet, there a
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B. Some states have used research to design,

State-Funded Pre-Kindergarten: What the Evidence Shows. B. Some states have used research to design, evaluate, and improve state-funded pre-kindergarten

Surveys show that most state-funded pre-kindergarten programs have standards that demonstrate the state’s plan to offer high quality programs that result in positive outcomes for children. Rigorously documenting the actual results of investments in pre-kindergarten programs is another essential part of program improvement and accountability. Sta
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A. Many state-funded pre-kindergarten programs

State-Funded Pre-Kindergarten: What the Evidence Shows. A. Many state-funded pre-kindergarten programs meet key indicators of quality

A nationwide survey conducted by researchers at Yale University that focused exclusively on state-funded preschool programs finds that states can implement good, comprehensive pre-kindergarten programming, and some states are already doing a good job of promoting school readiness. (14) In the survey, states reported on characteristics of their pr
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III. Some states have successfully offered pre-

State-Funded Pre-Kindergarten: What the Evidence Shows. III. Some states have successfully offered pre-kindergarten programs

According to a 2000-2001 survey conducted by the U.S.
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II. States are major providers of pre-

State-Funded Pre-Kindergarten: What the Evidence Shows. II. States are major providers of pre-kindergarten programs

When Head Start was launched in 1965, few if any states had early childhood programs. Today up to 46 states and the District of Columbia provide funding for preschool. (2) Thirty-nine states and the District of Columbia have designed, implemented, and funded their own pre-kindergarten programs on a large-scale. (3) Though eligibility requirement
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I. Introduction

State-Funded Pre-Kindergarten: What the Evidence Shows. I. Introduction

Whether or not children will be successful students depends greatly on the quality of their experiences in early childhood. Research has demonstrated the value of providing comprehensive interventions for developing the knowledge and skills that prepare children for kindergarten and for closing the school achievement gap for economically disadvant
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State-Funded Pre-Kindergarten: What the Evidence

State-Funded Pre-Kindergarten: What the Evidence Shows

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