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¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2–r3 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: tool and model accuracy changes quickly

Subclaims¶

q2 i? Focus groups with parents revealed that parents were not comfortable reporting on specific instructional interactions in the classroom, so ambitious instruction questions were developed for the teacher survey rather than the parent survey. → Ehrlich 2016 q2 i? A measure called Teacher Care and Responsiveness towards Parents was created based on the focus groups, capturing whether teachers attend to the needs, struggles, and accomplishments of parents themselves. → Ehrlich 2016 (2)

Evidence¶

Ehrlich 2016¶

Ehrlich, S.B., Pacchiano, D.M., Stein, A.G., & Luppescu, S. (2016). Essential organizational supports for early education: The development of a new survey tool to measure organizational conditions. Chicago, IL: University of Chicago Consortium on School Research and the Ounce of Prevention Fund. http://consortium.uchicago.edu/surveys

q2 · i? · design · r3

Qualitative focus groups with parents and family engagement staff during fall 2014 content determination for the parent survey. Parents were confident their child was engaged and learning but "not com - fortable reporting on the specific instructional" interactions, so the construct moved to the teacher survey.

"Initially, we planned to capture ambitious instruction by asking parents to report on the types of instructional activities occurring in their child's classroom. However, our focus groups revealed that parents are not com - fortable reporting on the specific instructional"

Ehrlich 2016 (2)¶

Ehrlich, S.B., Pacchiano, D.M., Stein, A.G., & Luppescu, S. (2016). Essential organizational supports for early education: The development of a new survey tool to measure organizational conditions. Chicago, IL: University of Chicago Consortium on School Research and the Ounce of Prevention Fund. http://consortium.uchicago.edu/surveys

q2 · i? · design · r2

Focus-group findings during parent survey content determination showed parents feel most comfortable with a program when teachers and staff attend to the needs, struggles, and accomplishments of the parents themselves, prompting creation of this new measure.

"In another example, we created a measure called Teacher Care and Responsiveness towards Parents based on our focus groups."

Discussion¶

Related Claims¶

• Rasch-based refinement reduced the Early Ed Essentials surveys to 24 teacher measures (122 items) and 9 parent measures (42 items) — 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 validation study sample comprised 81 Chicago ECE sites with high teacher and parent survey response rates — related
• Using multiple data sources, including site-specific data, helped schools develop a more comprehensive understanding of their school climate — related
• Parents offer a unique perspective best captured by a distinct sixth essential, Parent Voice — related
• Survey item sensitivity determines the parental permission pathway, from full waiver to active opt-in — related