Implementation of the Pennsylvania Pre-K Counts Program: A Statewide Evaluation

Autor/inn/en	Peisner-Feinberg, Ellen; Burchinal, Margaret; Soliday Hong, Sandra; Yazejian, Noreen; Shelton-Ormond, Anna; Foster, Tiffany
Institution	University of North Carolina at Chapel Hill, FPG Child Development Institute
Titel	Implementation of the Pennsylvania Pre-K Counts Program: A Statewide Evaluation
Quelle	(2020), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Education; School Readiness; Program Effectiveness; Equal Education; Access to Education; At Risk Students; Program Implementation; Kindergarten; Administrator Attitudes; Family Involvement; Family School Relationship; School Role; Geographic Regions; Rural Urban Differences; Age Differences; Teacher Competencies; Teacher Certification; Enrollment; Information Dissemination; Language Usage; Native Language; English Language Learners; Student Recruitment; Students with Disabilities; Preschool Curriculum; Student Evaluation; Parent Attitudes; Social Support Groups; Transitional Programs; Mentors; Data Collection; Barriers; Institutional Characteristics; Pennsylvania + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Readiness for school; School ability; Schulreife; Education; Access; Bildung; Zugang; Bildungszugang; Stadt-Land-Beziehung; Age; Difference; Age difference; Altersunterschied; Lehrkunst; Einschulung; Informationsverbreitung; Sprachgebrauch; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schulnote; Studentische Bewertung; Elternverhalten; Social support; Soziale Unterstützung; Data capture; Datensammlung
Abstract	Pennsylvania Pre-K Counts (PA PKC) is a state-funded prekindergarten program for 3- and 4-year-old children to help them gain school readiness skills. The goal of PA PKC is to help reduce educational disparities by providing high quality prekindergarten for children who lack opportunities or reside in environments that place them at risk of school failure. This Implementation Study was designed to examine local variations in the statewide implementation of PA PKC in relation to the program regulations and early learning standards. The study entailed surveys with three groups of families (current PA PKC families, former PA PKC families in kindergarten, comparison families in kindergarten), surveys and interviews with PA PKC administrators, and PA PKC administrative data. This process evaluation focused on issues related to the extent of variability in implementation of PA PKC, effectiveness of family engagement, adequacy of supports for continuous quality improvement, and implementation challenges in supporting children's school readiness. The Implementation Study addressed four primary questions: (1) How much local variation exists in the implementation of PA PKC program regulations and standards?; (2) As key stakeholders, how effectively are families engaged in and supported by PA PKC? How does PA PKC view their role in supporting family engagement?; (3) To what extent is adequate support provided by local PA PKC programs and by the Office of Child Development and Early Learning (OCDEL) for continuous quality improvement?; and (4) To what extent are key factors (geographic region and urbanicity/rurality, program size, percent 3-year-olds, provider type, teacher credentials) associated with greater or lesser implementation challenges? What are recommended suggestions for improvement? [This report was prepared by the University of North Carolina at Chapel Hill, School of Education. Additional funding was provided by the BUILD Foundation.] (ERIC).
Anmerkungen	FPG Child Development Institute. University of North Carolina, Publications Office, CB# 8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0857; e-mail: FPGpublications@unc.edu; Web site: http://www.fpg.unc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01