Citation
Gaylor, E., Wei, X., Ferguson, K., Williamson, C., Davies-Mercier, B., Fikes, A., & Spiker, D. (December 2016). Independent Evaluation of the Midwest CPC Expansion Project: Final report. SRI International.
Abstract
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.
