Quality New York, a NAEYC Accreditation Facilitation Project (AFP), was a comprehensive program improvement model that included two types of support for participating programs—group support activities and individualized on-site support. In an effort to better understand the impact of support on the quality of early childhood classroom and administrative practices, the Center for Assessment and Policy Development collected data from 11 programs that participated in the Quality New York project for at least 18 months and had been identified as having substantial weaknesses. The evaluation included repeated assessments using the ECERS-R and the Program Administration Scale (PAS).
The results of the study found that both individualized support through on-site consultation and group support through workshops and network meetings contributed to quality improvements but in different ways. Individualized consultation contributed to greater improvements in the classroom learning environments, as measured by the ECERS-R. Group support was strongly associated with improvement in program administration, as measured by the PAS. On average, programs improved their PAS scores by 2 or more points on over six items. The researchers state that just as important as the improvements in specific areas of administration were changes in directors’ understanding of their own leadership role. They became better organized and more focused, recognizing areas of administrative practice they needed to work on. Additionally, the teaching staff’s participation in professional development was strongly associated with improvements in their center’s PAS scores.
For more information about this research contact:
S. A. Stephens, PhD., Vice-President
Center for Assessment and Policy Development