CINCINNATI PRESCHOOL PROMISE YEAR 6 EVALUATION EXECUTIVE SUMMARY
Cincinnati Preschool Promise (CPP) is committed to ensuring children have equitable access to highquality preschool, preparing them for kindergarten and setting them on a path to long-term success. The CPP Provider Network is a blend of private and public preschools within the Cincinnati Public School (CPS) district boundary. This Year 6 Executive Summary highlights key findings from the 2022-2023 mixedmethod evaluation, which includes data from community-based preschool parents, teachers, Providers, and CPS about preschool progress, kindergarten readiness, teacher supports, preschool access, and stakeholder experiences Findings show the impact of CPP programs on preschoolers, families, teachers, Providers, and the Cincinnati community. Note that preschooler progress and KRAR results represent Tuition Assistance (TA) participants enrolled in CPP Community Providers and CPS Preschools. All other results represent CPP Community participants only.
Year Six (2022-2023) Strengths
• Continued to increase the number of preschoolers enrolled who receive CPP Tuition Assistance
• Preschoolers showed meaningful progress on assessments from fall to spring
• CPP Tuition Assistance (TA) participants continued to outperform non-participants on the Kindergarten Readiness Assessment-Revised (KRA-R)
• The first cohort of CPP TA participants reached Third Grade and were more frequently scoring at the proficient or higher levels on State Reading tests compared to the CPS district average
• Expanded the Peanut Butter and Jam Musical Journeys Program pilot in 10 sites for which the evaluation showed the program impacted preschool progress and whole child readiness
• Provided continuous Step Up To Quality (SUTQ) support to Quality Improvement (QI) and Tuition Assistance (TA) Providers which assisted them with increasing or maintaining their quality rating
• INNOVATIONS updated the Reach and Access methodology in December 2022 to more precisely measure CPP’s reach, access, and opportunities in quality gap neighborhoods
Preschooler Progress
For the third year, a preschool progress measure, the Teaching Strategies GOLD® (TS GOLD®), was incorporated into the evaluation to understand the impact of a high-quality preschool experience on CPP preschoolers receiving TA. Preschoolers (N = 873) from participating CPP preschools showed universal improvement across all TS GOLD® domains from the Fall 2022 to Spring 2023
Percent of Preschoolers Meeting or Exceeding Expectations TS GOLD® - Fall to Spring 2022-23
(N = 873)
Kindergarten Readiness
The Kindergarten Readiness Assessment Revised (KRA-R) was used to evaluate the impact of CPP Tuition Assistance (TA) participation on kindergarten readiness against non-CPP participants (hereafter Non-CPP kindergarteners).
Overview of the 2022-23 Kindergarten Readiness Assessment-Revised Performance
CPP TA participant (N = 654) KRA-R scores were compared to KRA-R scores of 1,681 Non-CPP kindergarteners CPP TA participants outperformed Non-CPP kindergarteners, where 68.0% of CPP TA participants were Approaching or Demonstrating readiness on the overall KRA-R in 2022-23 compared to the 59.2% of Non-CPP kindergarteners. Language and Literacy subtest results revealed that the percentage of CPP TA participants On Track for literacy by the third grade was 44.5% compared to 37.5% of Non-CPP kindergarteners.
Additional Kindergarten Readiness Assessment-Revised Results:
• CPP TA participation was linked to stronger KRA-R performance compared to no CPP participation and benefitted low socioeconomic status (SES) non-White kindergarteners within lower SES quartiles (SEL1-2: high-risk neighborhoods) the most.
• Logistic regression analyses showed that CPP TA participation was a statistically significant predictor of KRA-R performance in 2022-23 when controlling for gender, race, and SES, increasing the odds of Demonstrating readiness on the overall KRA-R by 42.0% and being On Track for Language and Literacy by 85.9%
• Mobility analyses showed that 19.6% of CPP TA participants experienced residential mobility (i.e., moved to a new zip code one or more times) Participants with no mobility outperformed those with mobility on the KRA-R, where 68.8% of non-mobile participants were Approaching or Demonstrating readiness compared to 64.9% of mobile participants. Non-mobile participants were On Track for literacy at a rate of 45.2% compared to 41.4% of mobile participants.
• Social Foundations subtest results showed that CPP TA participants scored similarly to Non-CPP kindergarteners, averaging 269.4 for CPP TA participants and 268.9 for Non-CPP kindergarteners.
• CPP TA participants enrolled in CPS kindergarten scored within Approaching or Demonstrating performance levels on the KRA-R at a higher frequency (between 5.6 (Columbus) to 21.9 (Akron) percentage points) compared to KRA-R district averages from the largest school districts in Ohio
Overall KRA-R Performance Levels by CPP TA Participation (2022-23)
Percentage On Track in Language and Literacy by CPP TA Participation (2022-23)
Overall KRA-R Performance Levels Compared to School Districts with Highest Kindergarten Enrollment in Ohio (2022-23)
Tuition Assistance and Preschooler Enrollment
A total of 927 preschoolers enrolled and received CPP TA in 2022-23, a 2.2% increase from 2021-22. Enrollment continues to recover after it experienced set-backs due to COVID-19 during the 2019-20 and 2020-21 school years. The average attendance rate (total days attended/total days scheduled) for CPP TA preschoolers was 87.2%. The average monthly reimbursement per preschooler was $626 in 2022-23.
Number
Note. Preschoolers included in count if enrolled with at least 1 day of attendance. Enrollment may have been affected by COVID-19 during the 2019-20 and 2020-21 school-years.
Tuition Assistance and Quality Improvement Providers – Reach and Access
CPP Providers who are 3, 4, or 5 star rated by Ohio’s Step Up To Quality (SUTQ) child care 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 increased from 2017-18 to 2021-22. The number of TA Providers in 2022-23 (137) remains similar to that of 2021-22 (139), representing a capacity of 2,845 high-quality seats for preschoolers. TA Providers are located in quality gap neighborhoods in Cincinnati, defined as areas high in socioeconomic risk factors and low in supply of high-quality seats relative to their preschool-aged population The 64 TA Providers in quality gap neighborhoods represent a capacity of 1,332 high-quality seats.
of Preschoolers Enrolled in CPP TA PreschoolsQuality Improvement (QI) Providers are either unrated or have a 1 or 2 SUTQ star rating. Through CPP, QI Providers receive tangible support and extended coaching to improve their quality. CPP QI Providers can be converted to a TA Provider upon earning a 3, 4, or 5 star SUTQ rating. During fiscal year 202223, 12 Providers converted from QI preschools to TA preschools, increasing high-quality preschool seat capacity in the CPP Community Provider Network. There were 67 QI Providers (excluding eight Providers who converted to TA during the fiscal year) representing 1,090 quality seats for preschoolers with 28 QI Providers located in quality gap neighborhoods representing 463 quality seats for preschoolers.
As of June 2023, there were 204 Providers in the CPP Community Provider Network representing 3,935 quality and high-quality seat capacity, an increase of 313 seats from the previous year. Among them, there were 92 Providers in quality gap neighborhoods representing 1,795 quality and high-quality seats.
CPP TA and QI Providers by Program Year
TA Providers
QI Providers
*Quality Gap neighborhoods for the 2022-23 TA and QI Providers are based on the updated Quality Gap neighborhood classifications established in December 2022. Prior years were based on the previous classifications established in 2015-16. Seventy-five (75) of the 2022-23 TA Providers were in neighborhoods previously defined as Quality Gap using the 2015-16 classifications. Thirty-one (31) of the 2022-23 non-converted QI Providers were in neighborhoods previously defined as Quality Gap using the 2015-16 classifications. 1Total number includes QI Providers that converted to TA. 2Excludes eight QI Providers that converted to TA during the same fiscal year. Four converted Providers were QI in a prior fiscal year, became inactive, but reentered the CPP Community Provider Network as a TA 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 of up to $4,000 directly to individual lead preschool teachers at TA preschools. CPP awards SSF to preschools, with the amount determined by the number of staff ($3,000 per lead teacher not to exceed $18,000 per site). These programs aim to supplement teacher wages and support retention. This year, CPP supported 120 (87 new and 33 continuing recipients) lead preschool teachers with the TPG with 114 recipients completing 12 months of service – a retention rate of 95.0%. An additional 29 teachers at 14 QI preschools were supported with the SSF in 2022-23.
CPP Plus: Peanut Butter & Jam
For the second year, CPP partnered with the Peanut Butter & Jam (PB&J) music program to provide special in-school programming to 10 preschools which lasted for a total of 30 weeks. Preschoolers attending PB&J showed improvement from fall to spring in observed behavior across all domains of measurement according to 87.3% of teachers and Providers who provided survey feedback. Survey items spanned 10 domains of measurement related to the TS GOLD© domains and responses were tallied across respondents. In addition, preschoolers attending PB&J made improvements from Fall to Spring in all six domains of measurement with the greatest improvements in the Social-Emotional and Language domains.
CPP Plus: Extended Learning Session
Since 2021, CPP has offered the Extended Learning Session (ELS) during the months of June-August for preschoolers who were enrolled and active at a CPP TA Provider during the prior academic year. A total of 498 preschoolers attended an ELS program from June-August 2022 (academic year 2021-22). ELS participation was most beneficial to preschoolers living within SES 1 neighborhoods (high risk areas) with 90% or higher attendance as indicated by their stronger academic performance on the KRA-R compared to similar peers who did not participate in the ELS. The ELS was offered again in 2023 and enrolled 532 preschoolers in high-quality preschools as of August 2023. The Year 7 Evaluation will report updates on ELS participation based on KRA-R results from the fall of 2023.
Qualitative Evaluation: Preschool Parent, Teacher, and Provider Perspectives on Preschool Tuition Assistance Supports High-Quality Preschool Affordability and Access: Parents, teachers, and Providers from more than 70 unique preschool locations participated in focus groups or surveys during the spring of 2023. Parents were asked about the impact of TA on their ability to afford high-quality preschool and 89.7% of surveyed TA parents reported that they would not have been able to afford any or only some of the cost of preschool had they not received CPP TA for their preschooler.
Would
CPP funds and supports are beneficial to preschool teachers and Providers and impact program quality and sustainability:
• “Tuition Assistance is integral to our ability to serve our population. This is the most beneficial part of the CPP partnership.”
• “The coaching support helps tremendously.”
• “I feel that CPP is a blessing to my program. CPP has provided many resources, coaching opportunities, training, and funding through the Tuition Assistance Program to enhance the quality of my program. This isa direct benefit to the children and families in which we serve.”
Social-Emotional Learning and School Engagement are Important to Preschool Parents, Teachers, and Providers: Almost all TA, QI, and Prospective (parents of preschool-aged children and preschool Providers who are not formally connected to CPP but reside within the CPP service area) stakeholders who completed the survey “strongly agreed” or “agreed” with the statement, “I believe that social and emotional skills development in the first five years of a child’s life are necessary for learning and contribute to school readiness”. Survey data also showed that most parents have engaged in relationship building interactions with early learning professionals (e.g., discussing their child's development and learning with a teacher). Survey results indicated that many parents are actively engaged in their child's learning experiences across various domains (e.g., parent-teacher conferences, participation in school events, etc.)
Prospective Parents and Providers Value Quality Preschool and Safety: Almost all (97.0%) prospective parents said a quality early educational experience is “important” or “very important” for child(ren). Parents identified “safe environment” (92.1%), “social skill development” (86.1%), and kindergarten readiness” (84.2%) as the top three aspects of what a quality early educational experience means to them. Prospective Providers reported “social skill development” (77.8%), “teachers are credentialed” (77.2%), “kindergarten readiness” (72.2%), and “safe environment” (72.2%) as the top aspects of quality preschool. “Safety policies” were the most frequently reported way that preschools can gain parental trust in Providers.
Stakeholders are Satisfied with Cincinnati Preschool Promise: Nearly all TA parents were “satisfied” or “very satisfied” with their child’s “preschool” (93.1%) and “teacher” (96.6%). Parents (89.7%) also affirmed that their preschooler has a positive, supportive, and consistent relationship with their preschool teacher and Provider. TA and QI teachers’ and Providers’ highest rated area of satisfaction was professional development.
Summary of Recommendations and Opportunities
• Continue Programs and Supports that Make a Positive Impact on Parents, Teachers, and Providers
o Promote and Expand Resources that Support Quality Preschool and Social-Emotional Learning
o Continue Teacher Promise Grants and Teacher Supports; Increases in Grant Allocations May Better Support Retention
o Consider Expanding Peer Networking Opportunities and Tools (e.g., blog, common space to share resources, ideas, peer-provided guidance)
o Enhance Parent Engagement Strategies to Support Preschool Attendance, Preschool Progress, and Kindergarten Readiness
• Align Strategic Efforts with New Quality Gap Neighborhoods and Children with the Greatest Need for Quality Preschool
• Leverage Partnerships to Strengthen Services for Preschool Children and their Families, Including Children with Special Needs (e.g., ensuring children with special needs have access to quality preschool)
See the Full 2022-23 CPP Quantitative and Qualitative Evaluation Reports for additional results.
https://cincy-promise.org/