Program Elements Contributing to Sustained Learning Gains in the Midwest Child-Parent Center P-3 Expansion

• In Event: The Child-Parent Center Program and Age 40 Well-Being: Impacts and Returns, Processes, and Scale Up Evidence

Abstract

Given the wide variability in quality and effect sizes among early childhood programs at state and local levels, the critically important question is: Which program elements, practices, and environmental supports are most influential in increasing and sustaining learning gains? Their identification, when reinforced with on-going monitoring and feedback, can bolster the effectiveness of new programs and those undergoing scale up or modification.

Based on the evidence from the Chicago Longitudinal Study (CLS) of the Child-Parent Centers (CPC)--the largest and longest-running study of early education in the nation--the Midwest CPC expansion began in the fall of 2012. A revised school reform model of CPC was implemented
from preschool through 3rd grade (P-3) for a preschool cohort of 2,500 students in four districts. Our focus is Chicago, the largest of these.

Research Questions
The study addresses two major questions:

1. Relative to students in control schools receiving the usual program services, do Midwest CPC students in Chicago show sustained effects on achievement up to 3rd grade?

2. Which indicators of the six CPC elements are most associated with learning gains?

Methods and Program

Design. The CPC group (N = 1,724) began as 3- and 4-year-olds in district schools and included a comparison group of 906 students in 15 propensity-score matched schools and who enrolled in the usual district preschool programs. Both groups were tracked in their respective school programs through 3rd grade. Over 80% were low income, 55% were Black and 35% Hispanic.

Midwest CPC-P3. The program model is designed to strengthen achievement. The six core elements are: (a) effective learning experiences, (b) collaborative leadership, (c) aligned curriculum, (d) professional development, (e) parent involvement, and (f) continuity and stability. Each site has a Head Teacher and Parent Resource Teacher. Class sizes are limited to 17 in preschool and 25 in K-3.

We operationalized 21 metrics of the 6 CPC elements for all students, with a focus on PreK and kindergarten. These included engaged instruction, leadership support, and student retention.

Results and Discussion

For research question 1, compared to the control group receiving usual early childhood services, CPC participation was associated with significantly higher scores for 3rd grade reading (ES = .15) and math (ES = .17) on the state benchmark exam. Effects sizes were significantly higher for schools with higher fidelity of implementation (ES = .30 vs. .13).

Finding for research question 2 indicated that the CPC metrics significantly accounted for differences in gains. In value-added regression analyses, the three most consistently associated with learning gains were (1) continuity--a high percentage of students were school stable, (2) task-oriented and engaging learning activities (classroom observations), and (3) parent involvement activities matched family needs as documented by the parent involvement plan. These metrics were substantially influenced by the active involvement of the Head Teacher and Principal.

Findings indicate that expansion of an early childhood model can promote sustained gains, and that a positive and nurturing learning climate for families is a major influencer of these gains.

Authors

• Arthur Reynolds, University of Minnesota - Twin Cities
  Presenting Author

• Barbara Bowman, Erikson Institute
  Non-Presenting Author

• Nicole Smerillo, University of Minnesota - Twin Cities
  Non-Presenting Author

• Brandt Richardson, St Olaf College
  Non-Presenting Author

• Sangyoo Lee, University of Minnesota
  Non-Presenting Author