The aim of the study is to assess the implementation of the PKA initiative as it varies by UPK program setting (schools vs. NYCEECs) and auspice (DOE-UPK, Child Care, and/or Head Start), as well as by the resource level of the neighborhoods in which UPK programs are located. Our research questions were: To what extent does PKA implementation and program quality differ by program setting (schools vs. NYCEECs)? To what extent does PKA implementation and program quality differ by NYCEEC auspice (DOE-only UPK vs. ACS Early Learn UPK with Child Care vs. UPK with Head Start funding)? To what extent does PKA implementation and program quality differ by neighborhood resource level (low, moderate, and high)? To answer these questions, we utilized a mixed-methods design, incorporating: 1) quantitative and qualitative survey data from administrators and teachers in selected sites spread across neighborhoods with varying resources; 2) interviews with a subset of those teachers and administrators; 3) CLASS observations in each sampled classroom; and 4) the DOE’s child demographic data for each site. (author abstract)
Building a unified system for universal pre-k in New York City: The implementation of Pre-K for All by setting and auspice
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