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Early Learning Performance Funding Project: Year 3 evaluation 2016-2017 final report

This evaluation study examined professional development interventions of the ELPFP during the 2016-2017 implementation year to determine if early learning provider participation in the ELPFP had an effect on: teacher knowledge gain; the implementation of effective teaching practices; improvement in teacher-child interactions and classroom climate; the use of child assessments; and impact on child outcomes. This study also examined stakeholders' experiences participating in the ELPFP, and the cumulative impact of professional development interventions with participants. Data collection from quantitative and qualitative methods and a concurrent triangulation analysis (Cresswell, 2003; Desimone, 2009; Flick, 2002) produced results regarding all tiers of ELPFP professional development strategies. The research team also determined how these professional development interventions were experienced by all stakeholders, and examined benefits, challenges and barriers of the 2016-2017 implementation. While Year 2 results showed impact on specific teacher competencies (Rodgers et al., 2016), the results from this evaluation show significant impact on teacher and program outcomes, and beginning improvement in a sample of child outcomes. (author abstract)
Resource Type:
Reports & Papers
United States

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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