Envisioning Pre-K Program Quality: Synthesis and Development of a Comprehensive, State-Level Rubric

• In Event: Oklahoma Pre-K: A State-Level Look at Using Research to Support the Policy-to-Practice Process

Abstract

INTRODUCTION: Oklahoma, a traditionally conservative state, is a forerunner in providing free, universal 4-year-old Pre-Kindergarten (Pre-K) to all children (Bell, 2013). Since 1998, the Oklahoma State Department of Education (OSDE) has housed the Pre-K program and overseen its implementation. A more recent initiative of the Office of Curriculum and Instruction at OSDE encompasses developing Program of Excellence rubrics that envision quality programs for all students (Champion Excellence, 2022). This paper focuses on the process of developing a rubric specific to Pre-K and Kindergarten programming to support the bridging of research, policy, and practice. While measures such as ECERS (Harms & Clifford, 1980) and CLASS (Pianta et al., 2008) are commonly used measures of classroom quality, assessments of overall program quality, such as QRIS systems (National Center on Early Childhood Quality Assurance), are not clear or defined for public school settings.

FOCUS AND PURPOSE: The research-fellow was tasked with developing a research-informed, context-specific Programs of Excellence rubric focused on 4-year-old Pre-K and Kindergarten programs for use in OSDE initiative efforts. Contexts to consider in the development of the rubric included state-level and public-school contexts. The goal of the rubric is to provide support to schools across the state to take stock of current efforts including areas of strength and improvement for their programs to ultimately improve outcomes for children across the state.

METHODS: A qualitative approach was used to identify indicators and statements for use in the rubric. The main steps included:

1) Locating measures and rubrics utilized by other states and synthesizing until reaching saturation of indicators.
2) Analyzing the resulting indicators to include those specific to the public-school context and combining these with the previously developed template.
3) Drafting multiple iterations of the rubric to encompass feedback from internal staff at OSDE and external practitioners including conducting focus groups.

The process also included continuous reference to the research literature along with consistent communication with the state supervisor overseeing the development process. Figure 1 outlines the core components of the approach.

RESULTS AND DISCUSSION: The final draft rubric is a 9-page, research-informed document outlining key elements in: 1) Teaching and Learning, 2) Systems of Support, 3) Professional Learning, 4) Data and Program Improvement, 5) Climate and Culture, and 6) Facilities and Equipment. As one reviewer stated, “I feel like as I read through this, I kept thinking that y’all must be dreaming. And you are. In the BEST possible way. This is what our children need and deserve” (External Reviewer, 2022). The development process of the Programs of Excellence Pre-K and Kindergarten rubric demonstrates one way that research can inform policy initiatives at the state level that are then used to support quality programming across the state.

Authors

• Clarissa M Corkins, Oklahoma State University - Stillwater
  Presenting Author

• Lauren Jenks-Jones, Oklahoma State Department of Education

• Amanda W. Harrist, Oklahoma State University - Stillwater