Search
Browse By Day
Browse By Time
Browse By Panel
Browse By Session Type
Browse By Topic Area
Browse Posters
Search Tips
Register for SRCD23
Personal Schedule
Welcome Letter
Program Guide
Change Preferences / Time Zone
Sign In
Given the longstanding challenges of sustaining early childhood learning gains, reforms have been implemented in various jurisdictions from improving quality to curriculum alignment and small classes (Authors, 2019; NIEER, 2021). The advantage of a PreK-3rd grade approach (P-3) is that a system of complementary practices are implemented together and have the potential for synergy. A leading example is the Midwest Expansion of the Child-Parent Center (MCPC) P-3 reform model, which began in 2012 in five Illinois and Minnesota districts. With funding from the U. S. Department of Education’s Investing in Innovation Office, this P-3 system includes a set of six core elements comprised of the aforementioned elements plus foundation elements of the original CPC program (e.g., family engagement, collaborative leadership, continuity; Authors, 2000, 2016).
Questions
We report (1) the fidelity of the overall program and elements implemented across P-3 for the Midwest Longitudinal Study (MLS) cohort (CPC expansion) from 2012 to 2018, (2) impact evidence at the end of 3rd grade for the MLS cohort relative to a propensity-score matched comparison group who all received district PreK (state PreK or Head Start) and the usual follow-on services, and (3) evidence of feasibility-to-scale through school contributions to sustainable funding.
Methods
Data are from the MCPC follow-up study tracking an early childhood cohort enrolled in CPC-P3 in five school districts (n = 2,362) or who participated as comparison group members enrolled in the usual district services (n = 1,335; Authors, 2016). SRI International was the independent evaluator and partnered with the University. Although implementation data are reported for all districts, impact evidence is from Chicago, which comprises 70% of the sample. Participants are equally balanced between Black and Latino children.
Implementation data for all six core elements (e.g., collaborative leadership) derive from observations, surveys, and school records. Outcome data included State of Illinois 3rd grade benchmark achievement tests in reading and math and parent involvement in school in 2nd grade (teacher and parent ratings). Approximately 70% of the original Chicago sample from fall 2012 (1,840 of 2,630) had outcome data and no evidence of selective attrition based on baseline attributes (e.g., pretest skills).
Results and Discussion
Implementation findings revealed moderately strong fidelity across districts based on the requirements (Authors, 2016). On a scale of 1 to 5 with 5 “high fidelity” (meeting nearly all guidelines), the mean rating across years was 4.1. Collaborative leadership, effective learning (e.g., small classes), and parent involvement had high ratings. Both CPC preschool and P-3 participation were significantly associated with 3rd grade outcomes. In reading and math achievement effect sizes for preschool (ESs = .22 & .18) and P-3 (ESs = .48 & .32) were similar to the CLS cohort. Parent involvement in school also showed a similar pattern of benefits (ESs = .24 & .33). Further analysis will include propensity weighting for attrition, subgroup analysis, and additional outcomes. CPC-P3 has sustained services with a commitment to maintain and expand in future years. Findings show the feasibility of scaling an evidence-based P-3 system while maintaining sizable effects.
Arthur Reynolds, University of Minnesota - Twin Cities
Presenting Author
Nicole Smerillo, University of Minnesota - Twin Cities
Nishank Varshney, University of Minnesota - Twin Cities
Brandt Richardson, St Olaf College
Sangyoo Lee, University of Pennsylvania
Gwen Graham, Human Capital Research Collaborative, Univeristy of Minnesota
Marley Loveman, Human Capital Research Collaborative, Univeristy of Minnesota