How early childhood programs can better sustain gains is one of the most critical issues in education and public policy. Here we provide various resources focused on sustaining gains.
Classroom Activity Report
The Classroom Activity Report (CAR) is a report completed by classroom teachers that indicate the average percentage of instructional time spent in specific learning areas (English Language Arts, Mathematics, Science, Social & Emotional Learning, Art & Music, Physical Education) for identified periods of time (e.g., month, quarter). In addition, teachers indicate the percentage of time spent on teacher-directed (approaches to instruction where the teacher takes the lead in defining learning goals and methods), and child-initiated (e.g., free choice & informal learning) activities in the domains of Language & Literacy, Mathematics, & Science. Find more informaition here.
This fact brief on Sustaining Gains provides research evidence on how to structure programs to produce lasting effects.
In this brief we summarize results from analyses of two sets of effectiveness elements, the Bill & Melinda Gates Foundation’s 15 essential elements (Gates-15) and the Child-Parent Center 21 elements (CPC-21; Tables 2 and 3). Both are based on a synthesis of evidence, although the CPC elements derive from life-course results of one of the most established public PreK programs as well as principles of school reform. The two questions are (a) whether 3rd grade achievement gains are greater as the number of elements increases and (b) which particular elements are most associated with gains.
Quality in early childhood programs has been a longstanding priority in policy and practice. Identifying the contribution of specific elements of high quality or effective learning experiences (ELE) is critical in scaling effective programs to population levels. This Brief summarizes preschool findings for five ELEs in the Midwest Child-Parent Center (CPC) Expansion Project: (1) full-day preschool, (2) small classes (17 or fewer children), (3) balance of teacher-directed and child-initiated instruction, (4) a high percentage of instructional time in core domains, and (5) an engaging classroom environment. Findings indicate that structural program elements are important contributors to learning gains and positively influence the instructional context necessary for effective preschool experiences.
In this fact brief, the key element of the Child-Parent Center P-3 program of continuity and stability is discussed. Additionally, information on promoting continuity and stability is presented.
In this fact breif, the key elements effective learning experiences from the Child-Parent Center model is discussed. Information on implementing effective learning experiences is also presented.