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Human Capital Research Collaborative report: Indicators of early childhood program quality and achievement outcomes


Determining which aspects of ECE program quality contribute to program benefits is particularly critical for schools and districts seeking cost-effective ways to improve student outcomes. Although many schools might lack the resources to implement a complete overhaul of their ECE program, they could potentially make targeted changes that still have tangible benefits for their students. The current project strove to advance this goal by developing measurable indicators of program quality as defined by two different frameworks, and examining how these relate to student outcomes. Accordingly, it had two primary aims: 1) Develop a method for assessing whether or not ECE programs and classrooms meet various quality recommendations derived from two prominent frameworks – the Child-Parent Center Program framework and the Gates Foundation’s “Essential Elements of High-quality Pre-K”. 2) Examine whether attending a program or classroom that met these recommendations – both each one individually, and multiple recommendations collectively – is associated with better student outcomes at the end of preschool, as well as sustained achievement gains in 2nd and 3rd grade. (author abstract)

Resource Type:
Reports & Papers
United States
Illinois; Minnesota

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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