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RESPONSE 1
Janet Grigg
RE: Discussion 1 - Module 1
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Early childhood education (ECE) program evaluations can provide empirical evidence that is reliable and transferrable within the needs of policy and program stakeholders. Actionable inquiry supports programmatic interventions to support diverse children and families that align with culturally relevant data obtained through statistically significant means (Center on the Developing Child Harvard University, 2007). Also, action research allows educators to continuously shift the target based on intentional feedback obtained within evaluations to reach the whole child (Administration for Children and Families, 2018). To formulate a new understanding, collecting data, problem-solving, and sound decision-making involve intentional observations as practitioners. Education reform is driven by action research. According to Stahl and King (2019), the results of quantitative research and evaluation studies can contribute to reform processes and programmatic changes.
Rasyad et al. (2019) used program evaluation to determine influences related to the practical training of ECE teachers and quality instruction. Researchers used a random sampling that included interviews, questionnaires, and documentation to gather data to analyze with descriptive statistical and inferential methods. The evaluation determined that quality instructors, resources, and collaboration opportunities positively impacted the program. Another way to validate this research would be to triangulate sampling of student assessment data to confirm that student gains documented the research conclusions by using observations, screenings, or portfolios of student work. A quality checkpoint is essential during inclusive program evaluations to provide authentic effects on children (National Association for the Education of Young Children, 2003).
The primary evaluation purpose for ECE can be diverse based on the program's specific clinical and community psychology needs. Review considerations can include student achievement, attendance, familial involvement, quality of teachers, and use of resources. As an administrator within Head Start, my organization has just completed a Level 1 audit that evaluated the organization's significant functions that reviewed the administration of the financial, education, health and wellness, compliance and reliability, and disability departments. In the fall, we will have a Level 2 evaluation that will include center visits to investigate how the program functions to support all stakeholders with observations and interviews.
References
Administration for Children and Families. (2018). Voices from the field: Plan to succeed - developing and sustaining. https://eclkc.ohs.acf.hhs.gov/video/voices-field-plan-succeed-developing-sustaining
Burchinal, M. C., & Farran, D. C. (2020). What does research tell us about ECE programs. Foundation for Child Development, Getting It Right: Using Implementation Research to Improve Outcomes in Early Care and Education, 13-36.
Center on the Developing Child Harvard University. (2007). Early childhood program evaluations: A decision-makers guide. https://developingchild.harvard.edu/resources/early-childhood-program-evaluations-a-decision-makers-guide/
National Association for the Education of Young Children. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. https://www.naeyc.org/files/naeyc/file/positions/CAPEexpand.pdf
Rasyad, A., Wiyono, B. B., Zulkarnain, & Sucipto. (2019). The determinant factors that influence results of gradual training of early childhood education teachers based on the program evaluation in Indonesia. Cogent Education, 6(1), 1702840.p
Stahl, N. A., & King, J. R. (2019). Expanding Approaches for Research: Action Research. Journal of Developmental Education, 43(1), 26.
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RESPONSE 2
Sarwat Suraiya
RE: Discussion 1 - Module 1
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Regression Discontinuity Design (RDD):
Regression Discontinuity Design or RDD is one of the forms and approaches for effectively evaluating early childhood programs’ quality. In the RDD evaluation system, assignment to either the control or the intervention group is defined by a cut-off point along some measurable continuum, such as age (Center on the Developing Child, 2007). For example, some pre-K evaluations have taken advantage of strict birthday cut-off dates for program eligibility (Center on the Developing Child, 2007). In some states like Georgia, children who are 4 years old as of September 1 are eligible for enrollment in the GA lottery pre-K program, while those who turn 4 after September 1 must wait a year to attend (Center on the Developing Child, 2007). In this case, the key comparison in an RDD is between children with birthdays that just make or miss the cutoff (Center on the Developing Child, 2007). These children presumably differ only in the fact that the older children attend pre-K in the given year while the younger ones do not (Center on the Developing Child, 2007). RDD system compares kindergarten entry achievement scores for children who have completed a year in pre-K with the scores measured at the same time for children who just missed the birthday cutoff which can be a strong assessment of program impacts (Center on the Developing Child, 2007).
How "It" Works:
The first educational reform principle in the K-12 No Child Left Behind Act was “stronger accountability with the result” ( Epstein, 2003) . As this measure takes effect, the states create educational standards where students will be tested to see if they met those standards. This accountability pressure was felt by the early childhood programs such as head start and Pre-K programs. Georgia's Pre-K Program is a lottery-funded educational program for Georgia's four-year-olds to prepare children for Kindergarten. Children four years of age on September 1 of the current school year who are Georgia residents are eligible to attend Georgia's Pre-K Program during this school year (Bright from the Start: Georgia Department of Early Care and Learning, 2022). It is a voluntary program for families and for providers in Georgia.
Georgia Pre-K classrooms use a formative assessment called Work Sampling System to measure children’s progress across 69 indicators in seven domains of learning (Bright from the Start: Georgia Department of Early Care and Learning, 2022). Teachers assess children throughout the year and use the data to individualize instruction and provide guidance to families (Bright from the Start: Georgia Department of Early Care and Learning, 2022). In addition, DECAL and the Georgia Department of Education have partnered to make sure the assessment data is transferred at the end of the Pre-K year and is available to the child’s teacher at the beginning of Kindergarten (Bright from the Start: Georgia Department of Early Care and Learning, 2022).
References
Center on the Developing Child (2007). Early Childhood Program Evaluations: A Decision-Maker’s Guide. Retrieved from www.developingchild.harvard.edu
Bright from the Start: Georgia Department of Early Care and Learning (2022). About Georgia's pre-K program. Retrieved from http://www.decal.ga.gov/prek/About.aspx
Bright from the Start: Georgia Department of Early Care and Learning (2022). GEORGIA'S PRE-K WORK SAMPLING SYSTEM ASSESSMENT PROGRAM. Retrieved from http://www.decal.ga.gov/Prek/PreKChildAssessmentProgram.aspx
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