The Implementation and Impacts of a Large-Scale Public Preschool Program: Evidence from Virginia Preschool Initiative Plus

• In Event: 3-150 - Promoting School Readiness in Low-Income Children: Evaluations of Preschool Expansion Grants in Three States

Integrative Statement

Context
The Commonwealth of Virginia was awarded a federal Preschool Expansion Grant (PEG), called the Virginia Preschool Initiative Plus (VPI+), to expand high-quality preschool programs for at-risk four-year-olds in 11 of Virginia’s 132 school divisions that ranked highest in need on key indicators (e.g. percentage of low-income students, low levels of literacy skills among kindergarten students). All VPI+ classrooms were expected to include implementation components consistent with a high-quality preschool program as set forth by the PEG, including a highly educated work force with a deep understanding of child development, children’s and families’ access to comprehensive services, use of an evidence-based curriculum, use of formative assessment results to inform instruction, and engagement of families in children’s learning and progress. In addition, VPI+ was designed to include several quality improvement mechanisms including training and technical assistance from VDOE and state partners, professional development and coaching, and participation in the Virginia Quality Rating and Improvement System (QRIS).

This presentation will share summary findings regarding the implementation of the key components and the short-term impacts on children’s skill development across key school readiness domains.

Data and analysis
Data collected in the four-year evaluation include the quality ratings using the Classroom Assessment Scoring System® (CLASS®), teacher surveys, interviews of program coordinators and coaches, and child outcomes to answer questions related to implementation and impact. From 2015-2018, approximately 5,000 participating VPI+ children were assessed in the fall and spring of the preschool year and the fall of the kindergarten year using standard measures of literacy, math, social-emotional development, approaches to learning, self-regulation, and motor skills. We also collected data on the characteristics and instructional practices of 156 teachers across each of the three school years. We conducted a range of univariate, multivariate, and quasi-experimental (propensity score and regression discontinuity) analyses using these data to address questions regarding implementation and impact.

Findings
Evidence indicates strong implementation of key components of the VPI+ program. All VPI+ teachers had a bachelor’s degrees and nearly half had master’s degrees or PhDs. Teachers reported using and receiving professional development on a range of evidence-based curricula. VPI+ classrooms all implemented the required components and the vast majority of teachers reported feeling somewhat or very prepared to use their curriculum and collect and use data from the formative assessments to support instruction. All teachers also reported working with instructional coaches on a number of topics and most frequently focused on improving teacher child interactions. Evidence from CLASS® ratings indicates that the quality of instruction in VPI+ classrooms was generally moderate to high and improved significantly over time.
Evidence from a regression discontinuity study indicate that VPI+ enrollment had statistically significant impacts on children’s skills at the fall of kindergarten across each of the measured domains with particularly strong impacts on measures of early literacy skills (Exhibit 1). Prior to the presentation we will examine whether these effects persist into first grade through propensity score analysis comparing VPI+ children to non-VPI+ peers on a range of school outcomes.

Authors

• Erika Gaylor, SRI Education
  Presenting Author

• Kirby Chow, SRI Education
  Non-Presenting Author

• Todd Grindal, SRI Education
  Non-Presenting Author

• Shari Golan, SRI Education
  Non-Presenting Author