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The Preschool Curriculum Evaluation Research (PCER) Program

The Preschool Curriculum Evaluation Research (PCER) Program. The 2005 OSEP National Early Childhood Conference February 8, 2005 Caroline Ebanks James Griffin Institute of Education Sciences.

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The Preschool Curriculum Evaluation Research (PCER) Program

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  1. The Preschool Curriculum Evaluation Research (PCER) Program The 2005 OSEP National Early Childhood Conference February 8, 2005 Caroline Ebanks James Griffin Institute of Education Sciences

  2. AcknowledgementsPCER 2002 and 2003 ResearchersRTI PCER 2002 National Evaluation CoordinatorIna Wallaceand Holly RhodesMathematica Policy Research PCER 2003 National Evaluation CoordinatorJohn Love

  3. Institute of Education Sciences (IES)

  4. IES Statutory Mission • Condition and progress of education in the United States • Education practices that improve academic achievement & access to education opportunities • The effectiveness of Federal and other education programs

  5. Institute of Education Sciences

  6. Preschool Curriculum Evaluation Research • Immediate Program Goals • Provide practitioners with evidence for selecting preschool curricula • Support rigorous evaluations of preschool curricula using random assignment • Additional Goals • Support complementary research studies to supplement the evaluation • Build capacity for collaboration between researchers and practitioners

  7. PCER: General Framework • Three year longitudinal studies across the transition from preschool to kindergarten and first grade • Grantees were funded to implement curricula and conduct complementary research studies at each project site • Focus on supporting school readiness, especially for disadvantaged children • Common core of evaluation data collected by an outside contractor

  8. Basic Design of Evaluation • Two groups of grantees (PCER 2002 and PCER 2003) implementing a variety of preschool curricula • Randomly assigned either schools, classrooms, or children to the treatment condition • Baseline and three follow-up assessments—end of preschool, end of kindergarten, and end of first grade

  9. Primary Research Questions • What outcomes do specific curricula produce? • Are outcomes sustained over time?

  10. Secondary Research Questions • What is the relationship between level of implementation and participation and curriculum effectiveness? • How are experiences in kindergarten and first grade related to child outcomes?

  11. PCER Project Cohorts IES Cohort 2: PCER 2003 Cohort 1: PCER 2002 National Evaluator: MPR National Evaluator: RTI 5 Grantees 7 Grantees

  12. Basic Design Features • 14 Experimental Curricula • 12 Grantees in 13 geographic locations -California -Florida -Georgia -Kansas -Missouri -New Hampshire -New Jersey • -New York • -North Carolina • Tennessee • Texas • Virginia • Wisconsin

  13. PCER Curricula • PCER 2002 Curricula • Bright Beginnings (TN) • Creative Curriculum (NH, NC,GA, TN) • Doors to Discovery (TX) • Early Literacy and Learning Model (ELLM) (FL) • Ladders to Literacy (NH) • Let’s Begin with the Letter People (TX) • Pre-K Mathematics with DLM Express Math (CA/NY) • Project Approach (WI) • PCER 2003 Curricula • Curiosity Corner (FL, NJ, KS) • The Language Focused Curriculum (VA) • Literacy Express (FL-FSU) • Open Court with DLM Early Childhood (FL-FSU) • Project Construct (MO) • Ready, Set, Leap! (Newark, NJ)

  14. PCER 2002 Cohort

  15. PCER 2002 Sites and Curricula

  16. PCER 2003 Cohort

  17. PCER 2003 Sites and Curricula

  18. Grantees’ Complementary Research • FSU (Chris Lonigan): Implementation of Open Court/DLM and Literacy Express • NC/GA (Richard Lambert): Implementation of Creative Curriculum, 4th edition • UNH (Jeff Priest): Implementation of Ladders to Literacy

  19. Cross-Site Study Sample Size • Total sample size • 2913 children and 317 classrooms • PCER 2002: • 1,686 Children and 180 Classrooms • PCER 2003: • 1,227 Children and 137 Classrooms

  20. Types of Measures in the Cross-Site Study • Child Assessments • Classroom Observations • Teacher interviews • Teacher reports of child behavior • Parent interviews

  21. Overview • Preschool program type • Demographics • Academic Outcomes • Social Outcomes • Teacher Characteristics

  22. Types of Preschool Programs in the PCER 2002 Cohort 6% 44% 50%

  23. Types of Preschool Programs in the PCER 2003 Cohort 12% 23% 65%

  24. Demographics From the Parent Interview

  25. Children’s Age (in years)

  26. Children’s Gender (% Male)

  27. Race/Ethnicity

  28. Disability Status (% Yes)(Parent report)

  29. Maternal Employment Status

  30. Maternal Educational Level

  31. Sample Comparisons: Poverty Indicators

  32. PCER Sample Comparisons-Child

  33. Teacher Education

  34. Academic Outcomes From the Child Assessment -Baseline Data-

  35. Child Math Assessment (CMA) Composite

  36. Child Math Assessment (CMA)Composite score, by treatment status

  37. Woodcock Johnson-III: Applied Problems

  38. Woodcock Johnson-III: Applied Problems, by treatment status

  39. Test of Early Reading Ability (TERA): Reading Quotient

  40. Test of Early Reading Ability (TERA): Reading Quotient,by treatment status

  41. Woodcock-Johnson-III: Letter Word Identification

  42. Woodcock-Johnson-III: Letter Word Identification,by treatment status

  43. Woodcock-Johnson-III: Spelling

  44. Woodcock-Johnson-III: Spelling,by treatment status

  45. Peabody Picture Vocabulary Test (PPVT) III

  46. Peabody Picture Vocabulary Test (PPVT) III, by treatment status

  47. Test of Language Development (TOLD): Grammatical Understanding

  48. TOLD: Grammatical Understanding, by treatment status

  49. Social Outcomes From Teacher Report Form -Baseline Data-

  50. Social Skills Rating System (SSRS): Social Skills

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