The validation study sample comprised 81 Chicago ECE sites with high teacher and parent survey response rates¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A stratified random sample of eligible Chicago ECE sites yielded a final sample of 81 sites (41 school-based, 40 community-based), with 746 teacher surveys and 2,464 parent surveys collected. → Ehrlich 2018 q2 i? An average of 75 percent of teachers and 31 percent of parents responded across sites, and about 85 percent of sites met teacher survey criteria while 95 percent met parent survey criteria. → Ehrlich 2018 (2)

Evidence¶

Ehrlich 2018¶

Ehrlich, S.B., Pacchiano, D.M., Stein, A.G., Wagner, M.R., Luppescu, S., Park, S., Frank, E., Lewandowski, H., & Young, C. (2018). Organizing early education for improvement: Testing a new survey tool. Chicago, IL: University of Chicago Consortium on School Research and the Ounce of Prevention Fund. https://consortium.uchicago.edu/publications/organizing-early-education-improvement-testing-new-survey-tool

q2 · i? · associational · r2

Stratified random sampling (PROC SURVEYSELECT in SAS, stratified by percent of pre-k students speaking Spanish) of Chicago programs with at least three pre-k classrooms and six teachers. "Of the sites selected and contacted for recruitment (n=146), 55 percent agreed to participate," yielding 81 sites. Participation was higher among majority-Latino sites (59 percent) than majority-Black sites (51 percent).

"Of the sites selected and contacted for recruitment (n=146), 55 percent agreed to participate. Participation rates were 5 7 percent and 54 percent for school - and community -based settings, respectively, resulting in a final sample of 81 sites— 41 school -based and 40 community -based."

Ehrlich 2018 (2)¶

Ehrlich, S.B., Pacchiano, D.M., Stein, A.G., Wagner, M.R., Luppescu, S., Park, S., Frank, E., Lewandowski, H., & Young, C. (2018). Organizing early education for improvement: Testing a new survey tool. Chicago, IL: University of Chicago Consortium on School Research and the Ounce of Prevention Fund. https://consortium.uchicago.edu/publications/organizing-early-education-improvement-testing-new-survey-tool

q2 · i? · associational · r2

Survey administration during spring 2016 across the 81 validation sites, with teacher surveys online in English and parent surveys online and on paper in English and Spanish. "An average of 75 percent of teachers responded to the survey" and 31 percent of parents; about 85 percent of sites met teacher survey criteria and 95 percent met parent survey criteria.

"Across all sites, an average of 75 percent of teachers responded to the survey (79 percent in school -based and 71 per cent in community- based) and 31 percent of parents responded to the survey (32 percent in school -based and 31 percent in community -based)."

Discussion¶

Related Claims¶

• Site-level essential scores were created by averaging standardized measure scores grouped into essentials, informed by exploratory factor analysis — related
• The Early Education Essentials is reliable across multiple ECE settings — related
• Site-level pre-k attendance in the validation sample averaged 85.2 percent and varied widely across sites — related
• Preschool classrooms in the validation sample scored lowest on Instructional Support relative to Emotional Support and Classroom Organization — related
• The final spring 2015 parent-survey pilot collected 253 parent responses across seven school-based and nine center-based Chicago preschool sites, in English and Spanish — related
• The Early Education Essentials is sensitive to site-level differences — related
• Parents offer a unique perspective best captured by a distinct sixth essential, Parent Voice — related
• Strongly organized ECE programs create contexts more supportive of teaching, learning, and family engagement than weakly organized programs — related
• Parent focus groups showed parents could not report on specific classroom instructional interactions, so ambitious instruction items were developed for the teacher survey instead, and a new Teacher Care and Responsiveness towards Parents measure was created — related