Poster #219 - Ten Sites, One Mission: Mixed-methods Evaluation of a Readiness Program

• In Event: 2-163 - Poster Session 08
  In Poster Session: PS 08 Section - Social Policy

Integrative Statement

Introduction
In response to evidence that achievement trajectories are established in early childhood (Hart & Risley, 1995; Heckman, 2008), institutions are increasing interventions, programs, and funding for early childhood. The current study investigates one city’s implementation of a unique, state-wide school readiness program. The program, “Grow with Me” (pseudonym), coordinates education programming and wraparound family services on-site for preK families in schools serving low-income communities. For the city’s 10 GWM sites, the study investigates: 1. What is the relationship between GWM participation and kindergarten readiness? 2. What is the quality of GWM programming and services? 3. How could GWM improve?
Methods
The study uses administrative data, parent/guardian (for brevity, “parent”) surveys, and interviews with GWM staff and parents. Administrative data is from the Kindergarten Readiness Assessment (KRA), which Maryland and Ohio departments of education developed in 2014 to measure students’ readiness (WestEd, 2014). Kindergarten teachers administer the KRA in the fall. They use 1:1 assessment and observations to measure performance in four domains: literacy, math, social foundations, and physical development. We analyzed the state-wide administrative KRA data to examine how children in the GWM (n = 521) performed on KRA compared to their non-participating peers and the district and state averages (descriptive statistics, Table 1). In addition, we collected survey data from 40 parents to assess perceptions of GWM customer service and most valued activities and programs. Finally, another 39 parents and 24 staff members participated in semi-structured interviews about program operations and clients’ needs. Interviews were transcribed and analyzed to determine clients’ assets and struggles, how they perceived GWM, and what services were lacking.
Results
KRA administrative data showed that, in all domains, children with GWM experience outperformed those without; furthermore, they outscored city and state averages in every domain except math (Figure 1). Survey data showed positive customer satisfaction: 96% of respondents were “very likely” to recommend GWM. Most respondents (76%) strongly agreed the activities and programs were a good match and that GWM helped with kindergarten readiness (69%). Parent interview data underscored survey results, with findings including perception that GWM prepared children for the cognitive and social demands of school and that parents’ activities supported behavior management and academic activities at home. Parents wanted more of all services. Staff interviews revealed high variation in programmatic emphases; staff tailored activities to each site’s population. Programming was dynamic and responsive—staff constantly assessed clients’ needs, and designed or modified programs accordingly.
Discussion and Conclusion
KRA findings should be interpreted with caution, as prekindergarten attendance was a proxy for GWM service receipt. Indeed, a key recommendation is developing data systems for students who receive GWM services but are not yet in the preK-12 system. In addition, GWM should expand hours, slots, and service frequency. To free up resources for expansion, city and state agencies should support more; e.g., by coordinating services duplicated across sites. Finally, GWM should increase supports in math, the weakest domain. Again, higher-level agencies could support this by providing math-related professional development or tools.

Authors

• Natalie Schock, Johns Hopkins University School of Education
  Presenting Author

• Jeffrey Grigg, John Hopkins University
  Non-Presenting Author