Five years
after it was started, a Pennsylvania early education initiative is showing how
dramatically the prospects of young, at-risk children can improve when
community partnerships create high-quality learning opportunities that give
them the skills and experiences they need to succeed in kindergarten, first
grade, and beyond. Pennsylvania allocated $86.4 million to continue state
funding for the initiative, Pre-K Counts, following last year’s protracted
budget debate in Harrisburg. A recent evaluation of Pre-K Counts suggests that
decision was a prudent reinvestment in the future of more than 10,000 young
children at risk of academic failure across Pennsylvania.
Most
children who have participated, for example, showed gains in development and
early learning skills ranging from language to classroom behavior that raised
their competencies to expected age-appropriate levels or above by the time they
entered kindergarten, according to a recent evaluation conducted by the Scaling
Progress in Early Childhood Settings (SPECS) team at the University of
Pittsburgh and UPMC Children’s Hospital of Pittsburgh.
Another key
outcome is the reduction in the number of young children who are classified as
developmentally delayed and eligible for early intervention services. The study
reports that 21 percent of the children had such a classification when they
entered their local Pre-K Counts program. But at exit, the percentage of
children with delays had fallen to 8 percent.
"That is a
dramatic increase in children’s real-life functional skills," said Stephen J.
Bagnato, EdD, professor of pediatrics and psychology at the University of
Pittsburgh and director of SPECS for Pre-K Counts. The evaluation, he said,
leaves little doubt that such outcomes were driven by Pre-K Counts, a
public-private partnership among state government and philanthropies started in
2004 to create a high-quality early care and education network for at-risk
preschool-aged children. “What the statistics clearly show is the gains that
children make are beyond what you would expect based on maturation alone.”
Evidence-Based Initiative
Pre-K
Counts is guided by decades of research on effective early childhood
intervention in the United States and is directed at preventing the progressive
declines that studies suggest children of poverty experience when denied the
benefits of quality early learning experiences.
The SPECS
evaluation, funded by The Heinz Endowments, examines Pre-K Counts from 2005 to
2008, when more than 10,000 children participated in programs run by
school-community partnerships in 21 school districts across the state. Those
programs included 489 classrooms and more than 1,100 teachers.
Key
elements include ongoing mentoring of teachers, collaborative school-community
leadership, ongoing evaluation, collaboration with human service agencies,
creative options for parent participation, use of Keystone STARS program
quality standards and the Pennsylvania Early Learning Standards (PAELS), and a
requirement that programs integrate early care and education, Head Start, and
Early Intervention.
Kindergarten-Ready Children
The SPECS
team did not randomly assign children to treatment or control groups in the
primary evaluation of Pre-K Counts, although experimental design was used in
smaller sub-studies of specific issues. Instead, children were assessed when
they entered the program and their trajectories of progress at entry and exit
from Pre-K Counts were measured and analyzed. In addition, evaluators compared
their competencies with age-appropriate norms based on the Basic School Skills
Inventory and other national indices.
One-third
of Pre-K Counts children were classified as at-risk or as developmentally
delayed and qualifying for early intervention services from the county when they entered the
program. The rest, about 67 percent, were performing in typical age-appropriate
ranges. After participating in Pre-K Counts, 19 percent more students were
performing in the typical range of performance.
Pre-K
Counts children made significant progress toward achieving age-expected
performance. For example, the study reports that the nearly 7,000 Pre-K Counts
children who were age-eligible to make the transition to kindergarten showed at
least average age-expected learning competencies in spoken language, reading,
writing, mathematics, daily living skills, and classroom behavior. Moreover,
they exceeded national norms in spoken language, writing, mathematics, and
classroom behavior.
And at
transition to kindergarten, the average child in Pre-K Counts met 80 percent of
the early childhood success competencies in the Pennsylvania Early Learning
Standards. More specifically: 87 percent attained competency in communicating
ideas, experiences, and feelings; 85 percent in demonstrating initiative and
curiosity; 81 percent in self-regulation; 81 percent in listening and
understanding skills; 78 percent in comprehending information from written or
oral stories and texts; 76 percent in increasing their understanding of letter
knowledge; and 73 percent in learning about numbers, numerical representation,
and simple numerical operations.
Many more
Pre-K Counts children entered kindergarten equipped with the skills they need
to succeed than would be expected in their school districts. “These kids were
dramatically at-risk for failure in kindergarten,” Dr. Bagnato said. “By the
time 7,000 kids got to kindergarten, their independent assessments showed that
only 2.4 percent of them would qualify for being retained in grade or placed in
special education classrooms. And the historic special education placement rate
in all of these districts was in the range of 5 percent to 30 percent, with the
average being 18 percent.”
Evaluators
found that the amount of time children spend in the program matters. During the
period of study, children’s participation ranged from 4 to 24 months. The study
reports that, on average, initial functional progress was achieved only after a
child spent at least 6.4 months in the program. However, children who
participated the longest showed the strongest gains. “We did a dosage
analysis,” said Dr. Bagnato, “and what we found was that children had to be in
the program between 11 and 20 months before you got truly meaningful and
functional changes in their problem-solving, language, motor, social, and
self-regulatory skills.”
Other Keys To Success
Although
most of the resources for evaluating Pre-K Counts were spent on determining how
well children did in the program, the SPECS team devoted additional time
looking at the various program features to determine how they influenced child
outcomes. Preliminary findings suggest that in addition to the amount of time
children spend in Pre-K Counts, several other program features appear to have
contributed to their success.
Improved
overall program quality was found to be among the more influential features.
The study found that children in local programs that elevated their overall
quality to Keystone STARS levels 3-4 experienced better early learning outcomes
than children enrolled in programs that had lower levels of quality and had
only made negligible improvements.
Evaluators
also said Pre-K Counts benefitted from policies which aligned assessment,
curriculum content, teaching, program quality, and expected outcomes with state
and professional standards, such as PAELS, Keystone STARS, the Early Childhood
Environment Rating Scale, and National Association for the Education of Young
Children (NAEYC) standards.
Another key
program feature reported to be highly influential is the ongoing mentoring
offered to teachers and childcare providers through Keystone STARS, which
evaluators found enhanced teaching practices, program quality and children’s
progress.
A glimpse
of how such features can influence child outcomes was provided by a
random-assignment sub-study of 36 Pre-K Counts classrooms in which observers
using the Classroom Assessment Scoring System analyzed teacher instructional,
management and other behaviors. The children who experienced the most
significant gains in early learning skills had teachers who, compared to their
colleagues, were more structured, responsive, had better interactions with
children, used praise more effectively and used more positive strategies for
dealing with issues such as inattentiveness and poor social behaviors. “What
that tells us,” Dr. Bagnato said, “is that if you follow the standards and
teachers are mentored on those standards, you get these kinds of positive
changes and improvement in the overall effectiveness of teaching.”
References
Bagnato,
S.J., Salaway, J., & Suen, H. (2009). Pre-K Counts in Pennsylvania for
Youngsters’ Early School Success: Authentic Outcomes for an Innovative
Prevention and Promotion Initiative. Pittsburgh, PA: Early Childhood
Partnerships, The Heinz Endowments. www.heinz.org/UserFiles/Library/SPECS%20for%20PKC%202009%20Final%20Research%20Report%0113009.pdf
The
executive summary of Pre-K Counts in Pennsylvania for Youngsters’ Early School
Success: Authentic Outcomes for an Innovative Prevention and Promotion
Initiative is available online at:
www.uclid.org:8080/uclid/pdfs/ecp_specs_report.pdf