Cincinnati Preschool Promise - Year 5 Executive Summary

2021-2022

Promises Delivered Year Five Evaluation Executive Summary

Cincinnati Preschool Promise Year 5 Evaluation

EXECUTIVE SUMMARY The mission of Cincinnati Preschool Promise (CPP) is for families to have equitable access to high-quality preschools so that every Cincinnati child is prepared for kindergarten. CPP combines private and public preschool settings within the Cincinnati Public School (CPS) district boundary. This evaluation includes data from private preschool Providers and CPS about preschool progress, kindergarten readiness, teacher supports, quality improvement, and stakeholder experiences to examine the effectiveness of CPP programs, operations, and impact on the community.

Year Five (2021-2022) Strengths • Launched the Peanut Butter & Jam music program pilot in 6 preschools for which the evaluation showed the program impacted preschool progress and whole child readiness • Continued to offer resources to ensure that Providers are informed and supported to retain quality staff and maintain high-quality preschools • Continued to provide and expand SUTQ training opportunities for teachers and Providers which help Providers maintain or advance to a high-quality rating • INNOVATIONS and CPP established a working relationship with the Institute for Policy Research (IPR) and Ohio Department of Job and Family Services (ODJFS) to obtain data (count of children by Federal Poverty Level, count of children receiving/eligible for Publicly Funded Child Care, copayments, preschool seat capacity) to more precisely measure CPP’s reach, access, and opportunities in quality gap neighborhoods which will be integrated into the Year 6 evaluation Kindergarten Readiness The Kindergarten Readiness Assessment Revised (KRA-R) was used to evaluate the impact of CPP TA participation on kindergarten readiness against Non-CPP participants (hereafter Non-CPP kindergarteners).

Overview of the 2021-22 Kindergarten Readiness Assessment Revised Performance CPP TA participants (CPP community and CPS preschool) outperformed Non-CPP kindergarteners, where 73.0% of CPP TA participants (N = 582) were Approaching or Demonstrating readiness on the overall KRA-R in 2021-22 compared to 63.4% of Non-CPP kindergarteners (N = 1,982). Language and Literacy subtest results revealed that the percentage of CPP TA participants On Track for literacy by the third grade was 45.4% compared to 41.4% of Non-CPP kindergartners.

Social Foundations subtest results showed that CPP TA participants scored 2.3 points higher than Non-CPP kindergarteners and average CPP TA participant scores were 272.0 points compared to 269.8 points for Non-CPP kindergarteners.

Percentage On Track in Language and Literacy

by CPP TA Participation (2021-22)

Overall KRA-R Performance Levels by CPP TA Participation (2021-22)

60%

60% 50% 40% 30%

42.1%

36.6% 33.6%

30.9%

27.0%

29.8%

30% 20%

10%

10% CPP TA Participants (N=582) Emerging

Non-CPP Kindergartners (N=1,982)

Approaching

41.4%

40%

20% 0%

45.4%

50%

0%

Demonstrating

Non-CPP Kindergartners (N=1,982)

CPP TA Participants (N=582)

CPP TA participation benefits low socioeconomic status (SES) non-white kindergarteners to a greater extent than high SES kindergarteners and white kindergarteners. Participants with a lower SES status (SES 1 & 2) live in neighborhoods with a higher concentration of families with socioeconomic risk factors (e.g., income) as defined in the Kindergarten Readiness section in the full CPP Program Evaluation Report 2021-22.

Overall KRA-R Performance Levels by Race, SES, and CPP TA Participation

CPP TA Non-CPP CPP TA

34.9%

CPP TA

35.0%

21.2%

37.4%

34.0%

43.3%

Non-CPP

Non-CPP

34.2%

36.8%

41.4% 22.7%

25.9%

39.2%

20.0%

45.0%

20.9%

35.8%

43.3%

SES 1

16.3%

39.5%

44.2% 28.9%

27.6%

46.1%

SES 2

Non-CPP

26.3%

SES 3

CPP TA

White

SES 4

SES 4

SES 3

SES 2

SES 1

Black/African-American CPP TA Non-CPP

Non-CPP CPP TA

CPP TA

Non-CPP

CPP TA Non-CPP

SES 1 SES 2

Omitted 6.3%

CPP TA Non-CPP

13.1%

56.3% 28.8%

31.5%

SES 3

CPP TA

31.3% 44.3%

42.6%

33.3%

42.9%

23.8%

55.6%

31.2%

36.4%

36.4%

27.3%

Non-CPP 9.3% 20.1%

70.6%

Hispanic

37.5% 39.7%

SES 4

SES 1 SES 2 SES 3 SES 4

Non-CPP

37.5%

31.3%

40.9%

25.0%

34.1%

Multi-Racial/Other CPP TA

52.6%

36.8%

Non-CPP 13.2%

25.0%

36.5%

38.5%

CPP TA 10.5%

25.0%

50.0%

25.0%

Omitted

CPP TA

45.8%

Non-CPP CPP TA Non-CPP CPP TA Non-CPP CPP TA Non-CPP

70.5%

45.8% 23.0% 6.6%

Omitted

Omitted

Omitted

Note. Comparisons are omitted if CPP TA sample sizes (Ns) are less than 10.

2

8.3%

Logistic regression analyses showed that CPP TA participation was a statistically significant predictor of KRA-R performance in 2021-22 when controlling for gender, race, and SES. CPP TA participation increased the odds of Demonstrating readiness by 38.8% and increased the odds of being On Track for Language and Literacy by 41.9% when statistically controlling for the other predictors.

Preschooler Progress For the second year, the evaluation incorporated the Teaching Strategies GOLD® (TS GOLD®) 1 preschool progress measure to understand the impact of high-quality preschool on CPP preschoolers receiving TA (CPP community and CPS preschool). Preschoolers (N = 355) from participating CPP preschools showed universal improvement across all TS GOLD® domains from the fall 2020 (pre-assessment) to spring 2021 (post-assessment).

Percent of Preschoolers Meeting or Exceeding Expectations TS GOLD® - Fall to Spring 2021-22 (N = 355) 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

84.8%

93.0%

87.3%

73.0% 56.6%

52.4%

90.4%

84.2%

82.5%

50.0%

46.7%

33.4%

Social Emotional

Physical

Language Fall

Cognitive

Literacy

Mathematics

Spring

Tuition Assistance and Preschooler Enrollment Preschoolers Receiving Tuition Assistance A total of 907 preschoolers enrolled and received CPP TA in 2021-22, a 19.3% increase from 2020-21. Enrollment experienced setbacks due to COVID-19 during the 2019-20 and 202021 school years but has recovered in 2021-22. The average monthly TA reimbursement per preschooler was $600 in 2021-22.

Number of Preschoolers Enrolled in CPP TA Preschools 1200 1000 800 600 400 200 0

951

839

622

2017-18

2018-19

2019-20

760

2020-21

907

2021-22

Note. Preschoolers included in count if enrolled with at least 1 day of attendance.

Data retrieval date may lead to variation of totals reported by INNOVATIONS and CPP. Enrollment may have been affected by COVID-19 during 2019-20 and 2020-21.

1

https://teachingstrategies.com/wp-content/uploads/2020/10/2020-Tech-Manual_GOLD.pdf

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Tuition Assistance and Quality Improvement Providers – Geography and Reach CPP Providers who are 3, 4, or 5 star rated by Ohio’s Step Up To Quality (SUTQ) quality rating system are approved to receive TA reimbursements from CPP for eligible preschoolers enrolled in their programs. The number of CPP Providers that have been approved to receive TA reimbursements has increased each year of the program. In 2021-22, there were 139 TA Providers in the CPP network, a net increase of 25 high-quality Providers and 80 high-quality preschooler seats added since 2020-21. The 76 TA Providers in quality gap areas represent 1,037 high-quality seats, an increase of 75 high-quality seats since last year. Quality gap areas are defined as areas where the number of preschool aged children exceeds the available high-quality seats by 100 seats or more.

Quality Improvement (QI) Providers are unrated or have a 1 or 2 SUTQ star rating. Through CPP, QI Providers receive tangible support and coaching to improve quality. CPP QI Providers can be converted to a TA Provider upon earning a 3-, 4-, or 5-star SUTQ rating. In 2021-22, 23 Providers converted from QI preschools to TA preschools. To date, 91 QI Providers have converted to TA preschools, increasing the number of high-quality preschool seats in the CPP network.

CPP TA and QI Providers by Program Year TA Providers

QI Providers

Program Year

# of Providers

# in Quality Gap Neighborhoods

Providers Added

# of Providers

# in Quality Gap Neighborhoods

# Converted to TA1

2017-18 2018-19 2019-20 2020-21 2021-22

40 57 83 114 139

16 26 42 63 76

17 26 31 25

26 106 135 119 87

13 53 60 45 33

10 25 33 23

Note. Data retrieval date and selection process may lead to variation of totals reported by INNOVATIONS and CPP. 1Total number includes QI Providers that were active within the same fiscal year in which they converted to TA and inactive QI Providers that returned to the network as a TA approved Provider.

Teacher and Provider Supports CPP supported teachers and Providers through two wage initiatives: Teacher Promise Grants (TPG) and Staff Support Fund (SSF). CPP provides TPG up to $4,000 directly to individual teachers. CPP awards SSF to preschools, with the amount determined by the number of staff.

These programs aim to increase recruitment, retention, and supplement wages. To date, 190 lead preschool teachers at 89 TA preschools and 95 staff positions at 46 QI preschools have been supported through these wage initiatives. Of the 86 lead preschool teachers receiving TPG in 2021-22, 82 recipients completed 12 months of service – a retention rate of 95.3%.

Peanut Butter and Jam Pilot Preschoolers who attended the PB&J music program pilot showed improvement in observed behavior across 10 domains of measurement according to 95% of Providers and teachers who provided feedback. In addition, preschoolers attending PB&J made improvements from fall to spring in five domains measured by the preschool assessment, TS GOLD®.

Extended Learning Session During the months of June-August 2021, CPP offered an Extended Learning Session (ELS) for preschoolers who were enrolled and active at a CPP TA Provider during the 2020-21 academic year. The ELS was continued to help close learning gaps that resulted from disruptions of the COVID-19 pandemic and to support preschoolers’ education in preparation for kindergarten. A total of 487 preschoolers enrolled in the ELS in the summer of 2021 4

(academic year 2020-21), a 35% increase from the prior year. The ELS has been beneficial to preschoolers living in SES 1 (higher poverty) neighborhoods as indicated by their stronger academic performance in kindergarten (KRA-R, Acadience Reading) compared to similar peers who did not participate in the ELS. The ELS was offered again in 2022 and 538 preschoolers enrolled. The Year 6 Evaluation will report updates on ELS participation in 2022.

Parent Perspectives on Preschool Tuition Assistance Allows Families to Access and Afford High-Quality Preschool: Of parent survey respondents, 73.3% could not have afforded the cost of preschool and 20.0% could only have afforded some of the cost without TA. “Cost” was also identified as a top barrier to preschool enrollment by parents and Providers.

Would You Have Been Able To Afford Preschool If You Had Not Received CPP Tuition Assistance? (N=15) 6.7%

20.0% 73.3%

All of the cost

Most of the cost

Some of the cost

None of the cost

Parents Value Quality Preschool and Well-Trained Teachers: All (100%) TA and QI parents surveyed reported that a quality early educational experience was “important” or “very important” for their child. Kindergarten preparation, safety, and social skill development have been ranked within the top three aspects of quality preschool since 2020; however, highly educated teachers were more highly ranked as meaningful aspects of quality preschool this year than in the previous two years.

Prospective Providers and Prospective Parents INNOVATIONS engaged prospective parents and Providers, who are parents of preschoolaged children and preschool Providers who are not formally connected to CPP but reside within CPP’s service area (CPS District footprint).

Safety and Transparency are Crucial to Prospective Parent Trust in Preschool: Prospective Providers reported a “safe environment” (90.5%) and “trust in the Provider” (85.7%) as the top two reasons families enroll at their preschools. Many (59.0%) prospective parents reported “safety of preschool facilities” as a concern about enrolling their child in preschool. One-on-one meetings with teachers/directors, secure buildings, and safety policies would help increase prospective parent trust in Providers.

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Prospective Parent Reported Ways Providers Can Gain Parental Trust in Preschool (N=100)

Meet One-on-One with Teacher/Director

69.0%

Secure Building

66.0%

Safety Policies

64.0%

Classroom Observation

62.0%

Background Checks

62.0%

Provider Has Years of Experience

61.0%

Meet Families Enrolled in the Preschool

43.0%

Satisfaction with CPP All (100%) TA and QI parents surveyed in 2022 were “satisfied” or “very satisfied” with their preschoolers’ preschool. Nearly all (86.7%) TA parents reported being highly satisfied with their experience with the CPP “application process”, “tuition assistance”, and “preschool center options”. TA teachers and Providers were “satisfied” or “very satisfied” with “SUTQ support” (84.4%). The highest rated area of satisfaction for QI teachers and Providers was “professional development opportunities” with 88.9% responding “satisfied” or “very satisfied”.

The majority of TA (75.8%) and QI (90.0%) teachers and Providers view CPP as a partner.

Recommendations, Next Steps, and Opportunities: Continued Steps for Cincinnati Preschool Promise • Continue Initiatives that Positively Impact Preschool Children, Teachers, and Providers (e.g., Tuition Assistance, Teacher Promise Grants, Staff Supports) • Focus on Expansion and Equity in Quality Gap Neighborhoods • Define Kindergarten Readiness to Include the Whole Child (e.g., social emotional, physical, cognitive) • Support Teacher Recruitment and Retention Efforts and Pipeline Development • Develop Resources for Providers to Recruit Families and Serve the Needs of Children Additional Considerations for Cincinnati Preschool Promise and Partners • Consider Expanding Enrichment Opportunities Such as the Peanut Butter and Jam Pilot and Extended Learning Session Program: Many preschoolers who participated in the Peanut Butter and Jam pilot and the Extended Learning Session Program showed improvements and readiness in key domains of learning and development as measured by the TS GOLD® and KRA-R. CPP should consider continuing and expanding enrichment opportunities that support whole child development and school readiness.

•

Consider an Attendance Initiative Pilot: Early education literature associate regular preschool attendance with improved outcomes for children. Local assessment data also support the benefits of children attending preschool regularly (90% of days, 2 years). CPP should consider piloting an attendance initiative to support regular attendance for preschool children. Increasing awareness among parents of the benefits of preschool and daily attendance would need to be a critical component of the program to ensure success.

This initiative may be timely given COVID-19. The pandemic changed many families’ routines and thereby impacted preschool attendance patterns for many children.

For more information, see the Cincinnati Preschool Promise Program Evaluation Report.

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Five Year (2017-2022) Highlights and Progress Overall impact of CPP on early childhood education Providers, teachers, preschoolers, and families: • Made high-quality preschool affordable for nearly 8,000 preschoolers who received tuition assistance • Supported 285 teachers’ wages and benefits through Teacher Promise Grants and Staff Support Funds • Added 99 high-quality Tuition Assistance (TA) Providers to the CPP Provider Network • Assisted 91 Quality Improvement (QI) Providers with earning a 3, 4, or 5 SUTQ star rating • Provided the Extended Learning Session from 2020-22 to support year-round learning and COVID-19-related learning loss for more than 1,100 preschoolers and their families • Academic trends show the benefits of investing in high-quality preschool. CPP TA participants who live in high-risk neighborhoods have shown higher academic performance and kindergarten readiness compared to similar peers not participating in CPP Parents, teachers, and Providers have been highly satisfied with their CPP experience and support. Parents have reported being “very satisfied” or “satisfied” with their experience with the CPP “application process”, “tuition assistance”, and “preschool center options” since 2020. Teachers’ and Providers’ satisfaction with the supports they have received from CPP has increased over the past three years. Satisfaction with “SUTQ support” increased by 31.4% between 2020 and 2022 while satisfaction with “staff incentives” increased by 24.1% across those years. Providers were also “satisfied” or “very satisfied” with the “staff support” received from CPP which increased by 32.7%. Small qualitative sample sizes may have skewed the results.

TA Parent Satisfaction with CPP Experience 2020-2022 100%

89.0% 92.7% 86.7%

97.0% 92.1%

86.7% 92.0% 90.7% 86.7% 89.0% 90.7%

80%

73.3%

60% 40% 20% 0%

100% 80% 60%

Preschool Center Tuition Assistance Application Process Options 2020 (N=93) 2021 (N=48) 2022 (N=15)

Provider Communication

TA Teacher and Provider Satisfaction with CPP Supports 2020-2022 94.7% 89.7% 84.4% 82.4% 78.2% 78.1% 78.1% 70.2% 64.0% 62.0% 54.0% 53.0%

40% 20% 0%

Professional Development

Staff Support* 2020 (N=48)

SUTQ Support

2021 (N=59)

7

2022 (N=34)

Staff Incentives

The maps below show the growth of the CPP Provider network over time (from 2017 to 2022).

For more information and annual reports, visit www.cincy-promise.org.

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