Poster #84 - Elevate Early Learning: A Mixed-Methods Feasibility Study on a Community-Centered Preschool Program

• In Event: Poster Session 06

Abstract

Although abundant research suggests that high-quality preschool helps to promote educational equity for low-income children, there are several barriers preventing the field from realizing preschool’s promise. Inequitable distribution of public resources prevents historically marginalized children from accessing high-quality programs. For children who can access public preschool programs, discriminatory expulsion and suspension practices detract from equitable in-class learning experiences. In response to this need, community stakeholders in Northern Arizona rallied to establish Elevate Early Learning (EEL), a no-cost, full-day preschool program guided by anti-bias, trauma-informed, and culturally responsive practices serving children of low-income families (101-250% of the poverty line). The present feasibility study (N=18) utilized a convergent mixed-methods design to explore whether (a) children and families were responsive to and satisfied with EEL, (b) teachers found the curricula feasible to implement, and (c) changes in child outcomes aligned with our theory of change (TOC). EEL’s TOC was that implementing curricula (HighScope and PATHS) to fidelity would promote gains in children’s higher-order cognitive skills and emotional knowledge, which would contribute to later increases in engagement, prosocial behaviors, and language and literacy. We used paired t-tests and repeated measures ANOVA to examine change over time in child outcomes and effect sizes to interpret these changes. We used content analysis to analyze data from family focus groups and thematic analysis for open-ended family and teacher surveys. Teacher fidelity to PATHS and HighScope curricula was measured with in-house and standardized observational tools and checklists. Coders were trained on observational tools and demonstrated inter-rater reliability. PATHS fidelity measured the lead teacher’s adherence to the curriculum and provided a global rating of quality. HighScope fidelity was measured with observational checklists aligning with each part of the HighScope curriculum (e.g., classroom routines). We measured the quality of teacher-child interactions aligning with our TOC using the CLASS and PQA (not reported). Measures used to assess child outcomes either had strong psychometric properties (e.g., PPVT) or were recommended by curricular developers (e.g., ACES-E). Tables 1 and 2 present quantitative and qualitative findings. Results suggest that EEL met recruitment targets and that families were highly satisfied with the program, articulating improvements in children’s foundational and academic skills and appreciation for staff. 66.7% of children reported Latinx, Indigenous, and/or Black ethno-racial backgrounds. Nearly half of household incomes ranged from less than $15,000 to $45,000. Children who dropped out of EEL (17%) were more likely to identify as White and have unmarried parents who expressed classroom behavior management concerns. Teachers appraised most components of EEL curricula as feasible to implement, expressing difficulty implementing emergent curricula, mirrored by fidelity data. Children demonstrated large gains in socio-emotional learning and emergent language and literacy, medium gains in engagement, and mixed results for other measures. Teacher and family perspectives corroborated program impacts and deepened our understanding of processes related to these outcomes. Findings largely suggested that families were very satisfied with EEL and that it was feasible to implement, although support for teachers (e.g., professional learning for emergent curriculum; behavioral support) are needed to improve program efficacy.

Authors

• Melissa Miller, Northern Arizona University
  Presenting Author

• Caroline Frances Dorothy Black, Northern Arizona University

• Tianna Kortman