The Virginia Early Childhood Foundation (VECF) partnered with researchers from SRI Education (SRI) to examine the progress and challenges of early childhood systems building in Virginia with a focus on communities that are part of VECF’s Smart Beginnings network.
Virginia Early Childhood Foundation Local Early Childhood Systems Building Strategy Map and Indicators
This document describes the Virginia Early Childhood Foundation’s (VECF) strategy map.
Virginia Preschool Initiative Plus (VPI+) Final Evaluation Report
The Virginia Preschool Initiative Plus was designed to provide 4-year-old children from low-income families with access to high quality prekindergarten programs.
Traumatic Experiences and Associated Symptomatology in Asian American Middle School Students
This study examines the prevalence of trauma experiences and traumatic stress in a diverse group of Asian American middle school students from a large urban school district.
Independent Evaluation of the Midwest CPC Expansion Project: Final Report
Funded by an i3 validation grant from the U.S. Department of Education, SRI conducted an independent evaluation of the Midwest Expansion of the Child-Parent Center (CPC) Program using a quasi-experimental design. Findings include strong implementation of CPC model components but very few differences on children’s school readiness skills.
Funded by an Investing in Innovation (i3) validation grant from the U.S. Department of Education, SRI conducted an independent evaluation of the Midwest Expansion of the Child-Parent Center (CPC) Program using a quasi-experimental design. The University of Minnesota, collaborating with four school districts, implemented a revised version of the CPC program. SRI’s evaluation documented implementation of the six program components across the schools in four districts. Overall, the findings demonstrate that most CPC schools implemented the CPC model with good fidelity in the first 2 years. When researchers compared kindergarten outcomes of students in CPC schools to students in comparison schools, they found a consistent positive outcome of the CPC program model on students’ early literacy as measured by standardized assessments. No other significant effects were found at kindergarten entry. Unfortunately, the evaluation team was not able to assess the model’s impact on longer term outcomes of students in second and third grade.
Case studies of the early implementation of Kindergarten Entry Assessments
This report presents findings from a descriptive study that examined the development and early implementation of Kindergarten Entry Assessments (KEAs) in 12 districts across four Race To the Top-Early Learning Challenge grantee states.