CPP Year 9 Evaluation Report by Cincinnati Preschool Promise

Table of Contents Report Overview ......................................................................................................................................... 3 Introduction ................................................................................................................................................ 6 Mission and Vision ...................................................................................................................................... 7 Commitment to Quality and Access ........................................................................................................... 7 CPP’s ABC’s and What They Do ................................................................................................................... 7 CPP Ecosystem ............................................................................................................................................ 8 Kindergarten Readiness .............................................................................................................................. 9 Preschooler Progress ................................................................................................................................ 21 Reach and Access of the CPP Community Provider Network ................................................................... 22 Tuition Assistance and Enrollment In Community-Based Preschools....................................................... 25 Quality Improvement Support For Providers ............................................................................................ 31 Appendices................................................................................................................................................ 36 Appendix A: Kindergarten Readiness Assessment Revised (KRA-R2) Outcomes For 2025-26

Appendix B: KRA-R2 Logistic Regression Results

Appendix C: Demographics of CPP TA Preschoolers

Appendix D: Monthly Enrollment and Attendance for CPP TA Participants

Appendix E: CPP Community Provider Network

Appendix F: QI Providers Converted to TA Providers

Appendix G: CPP Partners and Donors

REPORT OVERVIEW Cincinnati Preschool Promise (CPP) was established in 2016 after voters passed a Cincinnati Public Schools (CPS) levy to expand access to high-quality preschool. Since then, CPP has worked alongside community and public preschool Providers to increase the availability of high-quality preschool seats available to families throughout the CPS district boundary. In 2017, CPP began offering Tuition Assistance (TA) to qualifying 3- and 4-year-old children to help families access high-quality preschool. Today, CPP continues to invest in children, families, and preschool Providers to ensure more young learners enter kindergarten prepared to succeed. This evaluation report summarizes CPP’s impact during the 2025-26 program year. The evaluation was conducted by INNOVATIONS in Community Research and Program Evaluation at Cincinnati Children’s Hospital Medical Center, CPP’s external program evaluator. The findings focus on two key areas:

CHILD OUTCOMES • •

Preschooler Development and Progress as Measured by Preschool Assessments Kindergarten Readiness of CPP Participants Compared to Non-CPP Participants

REACH AND ACCESS • • • • • •

Preschool Programs Participating in CPP Enrollment of Preschoolers in CPP-Supported Programs Social and Economic Characteristics of Preschoolers, Preschool Providers, and Neighborhoods Utilization of CPP TA Funding Access to High-Quality Preschool Through CPP TA Funding Availability and Distribution of High-Quality Preschools in the CPP Ecosystem

KEY FINDINGS AT A GLANCE The findings presented in this report demonstrate CPP’s ongoing effectiveness in expanding access to high-quality early learning opportunities and supporting positive outcomes for children. Results related to preschooler progress and kindergarten readiness include TA recipients enrolled in both CPP community-based and CPS preschools. Findings related to preschool enrollment, Provider characteristics, and financial spending only reflect CPP community-based participants. The full report provides additional findings, detailed descriptions of CPP programs, and information about the evaluation methods used to assess CPP’s impact on children, families, Providers, and the broader Cincinnati community. Access to CPP Preschool Improves Learning and Development Outcomes During Preschool and Beyond • Preschoolers at community-based and CPS preschools showed universal improvement across all domains of the Teaching Strategies GOLD® (TS GOLD®) from fall 2025 to spring 2026. In the spring, preschoolers met or exceeded expectations at high frequency within the Social Emotional (81.4%), Physical (87.6%), Language (80.2%), Cognitive (82.5%), Literacy (79.5%), and Mathematics (74.4%) domains of measurement, with Mathematics showing the largest amount of growth (an increase of 38.6 percentage points). CPP Children are More Likely to Start Kindergarten Ready to Learn with Strong Literacy Foundations • CPP TA participants at community-based and CPS preschools were more frequently (72.2%) Approaching or Demonstrating readiness on the overall Kindergarten Readiness AssessmentRevised (KRA-R2) compared to Non-CPP kindergarteners (66.8%). • Language and Literacy subtest results revealed that the percentage of CPP TA participants On Track for literacy by 3rd grade was 60.6% compared to 57.3% of Non-CPP kindergarteners. • CPP TA participation increased the odds of Demonstrating readiness by 25.2% and the odds of being On Track by 58.0% when statistically controlling for other predictors including race, socioeconomic status (SES), disability, and English Language Learner (ELL) status. CPP Tuition Assistance and Community-Based Providers Expand Access to High-Quality Preschool • In 2025-26, 1,131 preschoolers received CPP TA to enroll in high-quality community-based preschools. • These CPP TA preschoolers attended 89.3% of scheduled days, an increase of 5.9 percentage points since Year 1. CPP Strengthens the Preschool Ecosystem and Has the Greatest Impact Where the Need is Highest • As of June 2026, there were 198 Providers in the CPP Community Provider Network representing a capacity of 3,608 quality and high-quality seats. Among them were 165 TA Provider sites representing a total capacity of 3,251 high-quality seats for children. • A total of 90 Providers were located in quality gap neighborhoods representing a capacity of 1,615 seats. • Ten (10) CPP QI Providers reached high-quality and converted to TA preschools in 2025-26.

NEXT STEPS AND OPPORTUNITIES INNOVATIONS offers next steps for CPP and its partners to consider as they continue efforts to increase access to high-quality preschool options in Cincinnati and invest in improvements to the local early childhood system. Some recommendations are similar to previous years, reflecting the stability of the evaluation findings and CPP’s effectiveness. •

Continue Helping Families Access High-Quality Preschool: CPP is achieving its primary goal of increasing access to quality preschool as the number high-quality Providers continue to increase as has participation in CPP. Evaluation results also show that CPP TA participants show positive growth and development during preschool and have higher kindergarten readiness than their same-age peers who do not participate in a high-quality CPP experience. CPP should continue prioritizing TA and Provider supports that support and increase children’s access to high-quality preschool, and especially those with greatest social and economic needs.

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Promote Regular Preschool Attendance and Early Engagement: Attendance rates have steadily increased and remain high among CPP TA participants. CPP should continue efforts that have been effective in increasing preschool attendance and addressing barriers to regular preschool participation, including attendance supports and incentives, Provider and community partnerships, and parent awareness, communication, and engagement.

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Enhance Supports for Preschoolers Facing Barriers to School Success: Findings suggest that highquality preschool benefits children facing barriers to school success. Specifically, the evaluation was expanded this year and found that disability status, English Language Learner status, race, and socioeconomic conditions are important predictors of kindergarten readiness outcomes. CPP should continue using evaluation data to prevent adverse outcomes for vulnerable groups as much as possible and by providing supports and resources, promoting screening and early identification and the use of inclusive practices, ensuring family engagement, and partnering and advocating in ways that are most needed. Additionally, for all preschoolers, CPP and partners should focus on strengthening transition supports during kindergarten through third grade to help sustain the progress made during preschool and maximize the long-term benefits of CPP.

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Continue Supporting Quality Improvement and Provider Stability: CPP has expanded its community-based TA Provider network from 40 Providers in 2017-18 to 165 Providers in 202526. While CPP has successfully expanded high-quality preschool availablity, it cannot solve the sector’s complex workforce issues alone. Further investment in Provider quality improvement, support from partners, and changes to statewide policies are needed to address ongoing risks to Provider sustainability and workforce stability (e.g., workforce shortages, low wages, changing public funding conditions, economic pressures, etc.) to preserve the access gains CPP has achieved over the past decade.

• Consider Exploring Longitudinal Learning Opportunities: The Year 9 evaluation focuses on outcomes most directly connected to CPP’s investments in high-quality preschool; however, there may be increasing value in complementing current findings with additional measures that help stakeholders understand how early gains are maintained over time. Additional investments and partnerships will be required to expand data collection and evaluation. They will also be important for connecting children and families to supports that can help address barriers that exist outside of preschool while expanding CPP’s reach and long-term impact. 5

INTRODUCTION Established in 2016, Cincinnati Preschool Promise (CPP) is a nonprofit organization dedicated to improving preschool access, affordability, and quality across Cincinnati. Funded through voter approved Cincinnati Public Schools (CPS) levies that generate approximately $15 million annually to expand access to high-quality preschool, CPP works within the local early childhood education sector: a sector that brings together preschool Providers, educators, families, community organizations, and public partners around a shared goal that ensures every child has access to high-quality preschool that prepares them for kindergarten and beyond. Within this larger sector is the CPP Ecosystem, which includes both community-based and CPS preschools, and the CPP Community Provider Network, which consists of eligible community-based preschools located within CPS district boundaries that partner directly with CPP. CPP invests in and supports preschool access, affordability, and quality by providing tuition assistance (TA) for 3- and 4-year-old children to attend high-quality preschool, offering Providers and educators quality improvement resources, and coordinating community partnerships to best serve children and families. Through these efforts, CPP helps create a stronger and more connected early childhood system for Cincinnatians. This report presents findings from the Year 9 2025–26 evaluation of CPP's programs and investments. The evaluation examines CPP's reach and impact on children, families, preschool Providers, and the broader early childhood system. The report summarizes participants’ developmental progress, kindergarten readiness, and characteristics of the children, families, Providers, and neighborhoods served by CPP. The report also includes growth in access to high-quality preschool, TA utilization, and Provider participation. The evaluation was conducted by INNOVATIONS in Community Research and Program Evaluation at Cincinnati Children's Hospital Medical Center, CPP's independent external evaluator. The mixedmethods evaluation incorporates agency- and student-level data provided by CPP, CPS, and other supporting agencies. Because data are collected, analyzed, and reported on different timelines, minor differences may exist between figures reported by INNOVATIONS and those published by CPP. Results related to preschooler progress and kindergarten readiness include TA recipients enrolled in the CPP Ecosystem (both community-based and CPS preschools). Other results reflect participants within the CPP Community Provider Network. The findings presented in this report demonstrate how CPP's investments continue to expand access to high-quality preschool and support positive outcomes for young children across Cincinnati. By increasing opportunities for early learning and strengthening the preschool system, CPP is helping more children enter kindergarten ready to thrive in school and beyond.

MISSION AND VISION •

The CPP mission is to ensure families have equitable access to high-quality preschool so every Cincinnati child is prepared for kindergarten.

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The CPP vision is that preschool is more than just an early start—it is the foundation of lifelong learning and a critical support for hardworking families. Our community knows that the best outcomes for our children come from uninterrupted access to high-quality education, beginning with preschool and continuing throughout their academic journey. By investing in preschool, we’re not just preparing children for kindergarten and third grade reading—we’re laying the groundwork for their success in middle school, high school, and beyond. This long-term vision will ultimately lead to a stronger, more qualified workforce and a community where everyone has the opportunity to flourish.

COMMITMENT TO QUALITY AND ACCESS CPP strives to address the opportunity gaps that directly impact children’s ability to reach their full potential. CPP’s approach to educational equity and commitment to quality and access focuses on ensuring all children and families have access to high-quality early learning opportunities. CPP works to invest resources fairly, remove barriers to success, strengthen support for educators and Providers, and foster collaboration across the early childhood community. Through thoughtful policies and continuous improvement, CPP seeks to create a more inclusive and effective early childhood system that helps every child thrive.

CPP’S ABC’S AND WHAT THEY DO CPP’s ABC principles highlight how CPP operates to achieve its mission and give children a strong foundation for kindergarten and beyond.

ACCESS – Expand affordable high-quality preschool opportunities for Cincinnati children and families

BUILD – Partner with Providers to improve high-quality preschool availability and empower educators

CONTRIBUTE – Create an equitable early childhood community to sustain high-quality programs

CPP ECOSYSTEM The CPP Ecosystem includes a blend of Step Up To Quality (SUTQ) rated community-based (e.g., center, home-based, and parochial sites) and CPS preschools. SUTQ-rated preschools are licensed early care and education programs that meet or exceed quality standards, requiring implementation monitoring and verification by the Ohio Department of Children and Youth (DCY). While SUTQ requirements and standards vary for differently rated programs, all rated programs exceed basic licensing health and safety standards. Providers that accept CPP TA reimbursements for eligible preschoolers are high-quality Silveror Gold-rated. Silver- and Gold-rated TA Providers meet top-tier standards including: •

Evidence-based Curricula: use a comprehensive, evidence-based, State approved curriculum aligned with Ohio’s early learning standards

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Child Screening and Assessments: complete child screenings and assessments on a regular basis

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Staff/Child Interactions: lower child-to-teacher ratios and self-assessment of the program’s learning environment

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Higher Staff Qualifications and Training: Lead teachers and program administrators typically have associate degrees or higher and complete hours of professional development every year

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Family Partnerships and Community Resource Referrals: Providers offer child and family supports such as resource referrals and developmental screenings

Bronze-rated Providers aren’t eligible for CPP TA reimbursements but receive quality improvement support through their partnership with CPP. Bronze-rated Providers use approved, research-based curriculum aligned with Ohio’s early learning and development standards, meet staff education and professional development requirements, and actively work on continuous improvement plans with the support of CPP and other local early childhood supporting agencies.

CPP helps families choose the preschool Provider that best fits their child and family’s needs. During the 2025-26 program year, families had access to more than 200 highquality preschool options across the CPP Ecosystem.

KINDERGARTEN READINESS Building strong early learning and social skills helps children enter kindergarten ready to learn and succeed. Research shows that children who attend high-quality preschool programs are often better prepared for kindergarten and experience stronger outcomes throughout their school years and beyond.1 Children who start kindergarten with gaps in readiness are more likely to face challenges as they move through school. Since the 2004–05 school year, the Ohio Kindergarten Readiness Assessment (KRA) has provided valuable information about the skills and development of children entering kindergarten, and their readiness to engage in instruction. The KRA looks at the whole child, recognizing that learning, socialemotional, language, and physical development all work together to support school readiness. The results help teachers, families, and communities understand children's strengths and areas where they may need additional support for their growth and development. Together, high-quality preschool experiences and kindergarten readiness data are important for helping children have a successful start to school.

MEASURE The new Kindergarten Readiness Assessment Revised (KRA-R2)2 was used to evaluate the impact of CPP tuition assistance (TA) participation (i.e., CPP community and CPS preschoolers receiving CPP TA to attend a high-quality preschool Provider) on kindergarten readiness against Non-CPP participants (a cohort of CPS kindergartners who did not receive CPP TA). The KRA-R2 measures readiness across four learning domains: Language and Literacy, Social Foundations (socio-emotional development), Mathematics, and Physical Well-Being and Motor Development. The KRA-R2 is administered to kindergartners enrolled in Ohio’s public and community schools, beginning as early as July 1 and ending no later than the twentieth day of instruction during the academic year. The following analysis focuses on the KRA-R2 composite score (overall score) and the Language and Literacy subtest score. The KRA-R2 composite scaled score determines a kindergartener’s readiness level by the set of skills and behaviors demonstrated across the four subtests. The KRA-R2 composite scaled score is divided into three performance levels: Emerging Readiness (Scores of 0-257), Approaching Readiness (Scores of 258-269), and Demonstrating Readiness (Scores at or above 270). A Demonstrating Readiness score, the highest performance level, indicates that a kindergartener has mastered the foundational skills and behaviors needed to engage successfully in Ohio’s curriculum based kindergarten standards. A scaled score of 263 and above on the Language and Literacy subtest indicates that a kindergartener is On Track for proficiency in reading by third grade. The Social Foundations, Mathematics, and Physical Well-Being and Motor Development subtests do not have performance levels that correspond to their scaled scores to assess a kindergartener’s skills and behaviors within these specific areas.

1 INNOVATIONS in Community Research and Program Evaluation. (2020). Kindergarten readiness, preschool attendance, and academic

achievement: Comprehensive and Longitudinal Outcomes. Retrieved from https://www.uwgc.org/wpcontent/uploads/2024/11/UWGC_SB6_CPS_CCHMC_Kindergarten-Longitudinal-Evaluation_Final_20200129.pdf 2 Assessment Changes: The original 50 item Ohio Kindergarten Readiness Assessment (KRA) was used from 2014-19. The Kindergarten Readiness Assessment – Revised (KRA-R) 27 item short form was used from 2020-24. For the 2025-26 school year, schools chose between the new 27 item short form (KRA-R2) or the new 50 item full form (KRA 2.0), which replace the previous forms. Results are comparable to previous forms according to the Ohio Department of Education and Workforce.

SAMPLE A cohort of CPP TA participants (CPP community and CPS preschool participants receiving CPP TA) was examined to understand the status of kindergarten readiness as assessed by the KRA-R2. A total of 1,406 children who received CPP TA funding during the 2023-24 and/or 2024-25 school year met the age cutoff for the 2025-26 kindergarten cohort (child reached age five by September 30, 2025). Parental consent for 1,339 (95.2%) CPP TA participants was obtained for matching with CPS KRA-R2 scores, if a completed test was recorded. Preschoolers with missing or incomplete KRA-R2 scores were excluded from the analyses. Reasons a child would not match to a KRA-R2 score at CPS include enrollment in a school outside of the district, inconsistent identifying information (e.g., name spelling, date of birth, race) across data sources, and other factors (i.e., school absence, parent refusal, etc.) beyond the control of CPP and CPS. Data for non-CPS students are not available at this time. A total of 720 CPP TA participants with consent completed the KRA-R2 at a CPS kindergarten in 2025-26, a decrease of 8.5% from the 783 preschoolers who matched to 2024-25 KRA-R scores. CPP TA participant KRA-R2 scores were compared to 2025-26 KRA-R2 scores of 1,586 Non-CPP participants.

SOCIOECONOMIC STATUS: THE GEOCODING PROCESS Socioeconomic status (SES) characteristics were determined for all CPS kindergarteners who were administered the KRA-R2 in 2025-26, including the CPP TA participants. Residential addresses of kindergarteners were geocoded to determine their census tract. Within census tracts, five SES indicators from the 2021 American Community Survey (ACS) - 5 Year Estimates were used to rank census tracts by socioeconomic risk: (1) median household income; (2) percent of the population 25 years of age or older with less education than a high school diploma; (3) percent of workers in unskilled and semiskilled occupations; (4) percent of children (under the age of 18) living in married-couple, family households; and (5) percent of housing units with more than one person per room. SES characteristics for Cincinnati city and metropolitan area census tracts were estimated using the methodology detailed in The Social Areas of Cincinnati.3 Ranked census tracts were divided into quartiles (SES 1-4), where lower SES quartiles have a higher concentration of families with socioeconomic risk factors. SES quartiles provide a frame of reference for each kindergartner based on the general socioeconomic makeup of their residential area, but it does not inform their individual income and living conditions. SES quartile ratings were used as a proxy for income and social factors.

3 Maloney, M., & Auffrey, C. (2013). The social areas of Cincinnati: An analysis of social needs (5 th ed.). School of Planning, University of

Cincinnati & UC Institute for Community Partnerships. http://www.socialareasofcincinnati.org/files/FifthEdition/SASBook.pdf

Figure 1 contains 719 geocoded CPP TA participants who attended preschool between 2023-24 and 2024-25 and completed the KRA-R2 in 2025-26 within CPS. Participants were plotted and color-coded by SES quartile. The plotted points represent the addresses of CPP TA participants at the time of kindergarten. Figure 1. Geocoded CPP TA 2025-26 KRA-R2 Cohort by SES Quartile

DEMOGRAPHICS The demographic characteristics of the 2025-26 KRA-R2 cohort are shown in Table 1. Notable differences can be seen in the distribution of race, where CPP TA participants are disproportionately Black/African American (71.5%) compared to Non-CPP kindergartners (47.9%). Other differences were present between cohorts within White kindergarteners. The distribution of SES quartiles varied where 68.6% of CPP TA participants lived in low SES (SES 1 or SES 2) communities compared to 56.4% of Non-CPP kindergartners. CPP TA participants were comprised of fewer children from SES 4 communities (8.6%) than Non-CPP kindergartners (22.9%). The kindergarten cohort was also examined within the context of Disability and English Language Learner (ELL) status. Members of the kindergarten cohort with a condition documented by CPS (e.g., developmental delay, Autism, speech/language impairments, etc.) were identified as having a disability in the KRA-R2 cohort. The percentage of CPP TA participants with a documented disability (14.3%) was similar to Non-CPP kindergartners (14.1%). In contrast, more CPP TA participants (19.4%) were ELL compared to Non-CPP kindergartners (15.3%). 11

Table 1. Demographic Characteristics of KRA-R2 Cohort (2025-26)

Demographic Gender Race

SES Quartile

Disability Status English Language Learner (ELL)

Group Female Male Black/African American White Hispanic Multi-Racial/Other SES 1 SES 2 SES 3 SES 4 SES Unknown No Disability Disability English Proficient English Language Learner

CPP TA Participants (N=720) 49.9% 50.1% 71.5% 9.3% 11.7% 7.5% 40.1% 28.5% 22.6% 8.6% 0.1% 85.7% 14.3% 80.6% 19.4%

Non-CPP Kindergarteners (N=1,586) 48.2% 51.8% 47.9% 29.2% 12.5% 10.3% 33.0% 23.4% 20.6% 22.9% 0.1% 85.9% 14.1% 84.7% 15.3%

OVERVIEW OF 2025-26 KRA-R2 PERFORMANCE KRA-R2 outcomes for 2025-26 kindergarteners are illustrated below in Figures 2 and 3. CPP TA (N = 720) participants outperformed Non-CPP (N = 1,586) kindergartners, where 72.2% of CPP TA participants were Approaching or Demonstrating readiness on the overall KRA-R2 in 2025-26 compared to 66.8% of Non-CPP kindergartners (Figure 2). Additionally, CPP TA participants exceeded the CPS district-wide result (68.5% Approaching or Demonstrating for the CPS district, which includes CPP TA participants). Language and Literacy subtest results revealed that the percentage of CPP TA participants On Track for literacy by the 3rd grade was 60.6% compared to 57.3% of Non-CPP kindergartners (Figure 3). Similarly, CPP TA participants were On Track for literacy at a higher rate than the CPS district (58.4% On Track for the CPS district). Social Foundations subtest results showed that CPP TA participants scored similar to those of Non-CPP kindergarteners with average scores of 269.3 (standard deviation (SD) = 22.3) for CPP TA participants and 269.6 (SD = 24.9) for Non-CPP kindergarteners (subtest range: 202-298 points).

Figure 2. Overall KRA-R2 Performance Levels by CPP TA Participation (2025-26)

Figure 3. Percentage On Track in Language and Literacy by CPP TA Participation (2025-26)

Figures 4 and 5 show that CPP TA benefited participants from racial and ethnic minority groups. CPP TA participants were more frequently Approaching or Demonstrating readiness on the overall KRA-R2 compared to Non-CPP kindergarteners by 10.7 percentage points among Black/African American kindergarteners, 4.2 percentage points among White kindergarteners, 8.9 percentage points among Hispanic kindergarteners, and 9.5 percentage points among Multi-Racial/Other kindergartners (Figure 4). Figure 4. Overall KRA-R2 Performance Levels by Race and CPP TA Participation (2025-26)

Likewise, CPP TA participants were more frequently On Track on the KRA-R2 Language and Literacy subtest compared to Non-CPP kindergarteners by 10.5 percentage points among Black/African American kindergarteners, 10.0 percentage points among Hispanic kindergarteners, and 3.9 percentage points among Multi-Racial/Other kindergarteners. This relationship was not observed among White kindergartners (Figure 5). KRA-R2 results were higher for White kindergarteners overall, though NonCPP White kindergartners scored higher than those in CPP TA. This relationship may be due in part to the overrepresentation of White families below poverty in the CPP TA cohort compared to Non-CPP peers as a result of income eligibility requirements to receive CPP TA. In the city of Cincinnati, fewer White families with children under 5 years of age live in poverty (14.5%) compared to other races (e.g., 48.4% of Black/African American and 39.1% of Hispanic) according to 2024 American Community Survey (ACS) 5-year estimates. 13

Figure 5. Percentage On Track in Language and Literacy by Race and CPP TA Participation (2025-26)

Figures 6 and 7 show that CPP TA participation was linked to stronger KRA-R2 performance than no CPP participation, especially among kindergarteners living in lower SES neighborhoods (SES 1-2). This relationship was less apparent among kindergarteners living in higher SES neighborhoods, particularly those in SES 4. This pattern may occur due to differences between neighborhood-level and family-level socioeconomic circumstances. Although higher SES neighborhoods may offer more resources, CPP TA participants are from families with incomes below 300% of the federal poverty level (FPL). Therefore, CPP TA participants living in SES 3 and 4 neighborhoods may be socioeconomically different from their Non-CPP peers who are more likely to come from higher-income households. CPP TA participants were more frequently Approaching or Demonstrating readiness on the overall KRAR2 compared to Non-CPP kindergarteners by 14.6 percentage points among SES 1, 13.1 percentage points among SES 2, and 0.8 percentage points among SES 3 (Figure 6). Figure 6. Overall KRA-R2 Performance Levels by SES and CPP TA Participation (2025-26)

Similarly, CPP TA participants were more frequently On Track on the KRA-R2 Language and Literacy subtest compared to Non-CPP kindergarteners by 11.6 percentage points among SES 1 and 19.0 percentage points among SES 2 (Figure 7). Figure 7. Percentage On Track in Language and Literacy by SES and CPP TA Participation (2025-26)

KRA-R2 results were further evaluated by both race and SES (Figures 8 and 9). Due to small sample sizes (N<10) for select SES and race groups, some comparisons were not included in the figures below. Among Black/African American kindergarteners, CPP TA participants were Approaching or Demonstrating readiness on the overall KRA-R2 at a higher percentage than Non-CPP kindergartners across SES 1-4 (Figure 8). White kindergarteners with CPP TA participation also outperformed Non-CPP kindergarteners within SES 1-3, but not SES 4. All (100%) SES 2 White kindergarteners with CPP TA participation were Approaching or Demonstrating readiness on the overall KRA-R2 compared to 74.1% of their Non-CPP peers. Hispanic kindergarteners in SES 1 and 2 with CPP TA participation performed better than their Non-CPP peers. For Multi-Racial/Other kindergarteners, CPP TA participants in SES 1 and 2 were Approaching or Demonstrating readiness on the overall KRA-R2 at a higher percentage than Non-CPP kindergartners in these groups, with 100% of SES 1 CPP TA participants Approaching or Demonstrating readiness compared to 60.0% of their Non-CPP peers. Figure 8. Overall KRA-R2 Performance Levels by Race, SES, and CPP TA Participation (2025-26)

Note. Figure 8 continued on next page. Comparisons are omitted if CPP TA sample sizes (Ns) are less than 10.

Figure 8 (Continued). Overall KRA-R2 Performance Levels by Race, SES, and CPP TA Participation (2025-26)

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

KRA-R2 Language and Literacy subtest outcomes closely mirrored the overall KRA-R2 results. Black/African American kindergarteners with CPP TA participation were On Track at a greater frequency than their Non-CPP peers within SES 1-4 (Figure 9). A higher percentage of White kindergarteners with CPP TA participation were On Track compared to Non-CPP participants within SES 1-3. Hispanic and Multi-Racial/Other kindergarteners showed similar relationships as reported above. Differences in overall and On Track performance can occur when an individual performs better on other subtests (i.e., Social Foundations, Mathematics, Physical Well-Being and Motor Development) while scoring below the threshold for On Track in Language and Literacy. See Appendix A for more KRA-R2 data. 16

Figure 9. Percentage On Track in Language and Literacy by Race, SES, and CPP TA Participation (2025-26)

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

Figures 10 and 11 display KRA-R2 results for kindergarteners with disabilities compared to those with no documented disability. Among CPP TA participants with no documented disability, 77.0% were Approaching or Demonstrating readiness compared to 72.8% of Non-CPP kindergarteners. In comparison, 43.7% of CPP TA participants with a documented disability were Approaching or Demonstrating readiness while 30.0% of Non-CPP kindergarteners performed at the same levels. Similar results for kindergartners with and without a documented disability on the Language and Literacy subtest are provided in Figure 11. Figure 10. Overall KRA-R2 Performance Levels by Disability Status and CPP TA Participation (2025-26)

Figure 11. Percentage On Track in Language and Literacy by Disability Status and CPP TA Participation (2025-26)

Comparisons between CPP TA and Non-CPP participants were also examined by English proficiency and ELL statuses (Figures 12 and 13). Findings for English Proficient kindergarteners were similar for both CPP TA and Non-CPP participants and higher overall compared to ELL. Results showed that ELL kindergarteners with CPP TA participation were Approaching or Demonstrating readiness (57.9%) and On Track (47.1%) at a higher frequency than their Non-CPP ELL peers (34.6% and 21.4%, respectively). Figure 12. Overall KRA-R2 Performance Levels by English Language Learner (ELL) Status and CPP TA Participation (2025-26)

Figure 13. Percentage On Track in Language and Literacy by English Language Learner (ELL) Status and CPP TA Participation (2025-26)

LOGISTIC REGRESSION ANALYSIS Logistic regression analyses were used to predict KRA-R2 outcomes using race, SES, disability status, ELL status, and CPP TA participation. A sample of 2,305 CPS kindergarteners from the 2025-26 KRA-R2 cohort were included in the analyses, excluding cases with missing predictor data (i.e., missing SES). Two models were created: one to predict kindergarteners Demonstrating readiness on the overall KRA-R2 (i.e., composite scores at or above 270) and the other to predict kindergarteners On Track in Language and Literacy (i.e., Language and Literacy subtest scores at or above 263). See Appendix B for details about the KRA-R2 logistic regression models. Results from the first model indicated that race, SES, disability status, ELL status, and CPP TA participation were all statistically significant predictors for Demonstrating readiness on the KRA-R2. Most notably, CPP TA participation increased the odds of Demonstrating readiness by 25.2% when statistically controlling for the other predictors. The second model yielded similar results. Race, SES, disability status, ELL status, and CPP TA participation were all statistically significant predictors for being On Track in Language and Literacy. CPP TA participation increased the odds of being On Track by 58.0% when statistically controlling for the other predictors. The logistic models showed that race is a strong predictor of KRA-R2 performance (Table 2). Controlling for other predictors, the odds of White kindergarteners Demonstrating readiness were 177.6% higher than Black/African-American kindergartners, 431.8% higher than Hispanic kindergartners, and 99.3% higher than Multi-Racial/Other kindergartners. The odds differences of White kindergartners being On Track in Language and Literacy showed similar patterns. The odds of Black/African American kindergarteners Demonstrating readiness and being On Track were 91.6% higher and 106.3% higher than Hispanic kindergartners, respectively. Lastly, the odds of Multi-racial/Other kindergarteners Demonstrating readiness were 166.8% higher than Hispanic kindergartners and 39.3% higher than Black/African-American kindergartners, while their odds of being On Track were 199.3% higher than Hispanic kindergarteners and 45.1% higher than Black/African-American kindergarteners. Table 2. Percentage Difference in Odds of Demonstrating Readiness on the KRA-R2 and Being On Track in Language and Literacy: Comparisons by Race (2025-26) % Difference in Odds % Difference in Odds of Demonstrating of being On Track in Calculation Readiness Language and Literacy Comparison 177.6% higher than 134.0% higher than Black/African American Odds for White 431.8% higher than 382.6% higher than Hispanic Kindergarteners 99.3% higher than 61.2% higher than Multi-Racial/Other 64.0% lower than 57.3% lower than White Odds for Black/African 91.6% higher than 106.3% higher than American Hispanic Kindergarteners 28.2% lower than 31.1% lower than Multi-Racial/Other 47.8% lower than 51.5% lower than Black/African American Odds for Hispanic 81.2% lower than 79.3% lower than White Kindergarteners 62.5% lower than 66.6% lower than Multi-Racial/Other 39.3% higher than 45.1% higher than Black/African American Odds for 49.8% lower than 38.0% lower than Multiracial/Other White Kindergarteners 166.8% higher than 199.3% higher than Hispanic Note. Results do not fully account for socioeconomic, environmental, disability, linguistic, or cultural differences.

The findings for SES demonstrated the impact of social and economic factors on kindergarten readiness (Table 3). Controlling for all other predictors, the odds of an SES 4 kindergartener Demonstrating readiness were 216.4% higher than SES 1, 105.8% higher than SES 2, and 69.6% higher than SES 3. Additionally, the odds of an SES 4 kindergartener being On Track 176.9% higher than SES 1, 97.0% higher than SES 2, and 92.6% higher than SES 3 when controlling for other predictors. Table 3. Percentage Difference in Odds of Demonstrating Readiness on the KRA-R2 and Being On Track in Language and Literacy: Comparisons by SES (2025-26) % Difference in Odds of % Difference in Odds of Being On Track in Calculation Demonstrating Readiness Language and Literacy Comparison 34.9% lower than 28.9% lower than SES 2 Odds for SES 1 46.4% lower than 30.5% lower than SES 3 Kindergarteners 68.4% lower than 63.9% lower than SES 4 53.7% higher than 40.6% higher than SES 1 Odds for SES 2 17.6% lower than 2.2% lower than SES 3 Kindergarteners 51.4% lower than 49.2% lower than SES 4 86.5% higher than 43.8% higher than SES 1 Odds for SES 3 21.3% higher than 2.3% higher than SES 2 Kindergarteners 41.1% lower than 48.1% lower than SES 4 216.4% higher than 176.9% higher than SES 1 Odds for SES 4 105.8% higher than 97.0% higher than SES 2 Kindergarteners 69.6% higher than 92.6% higher than SES 3 Note. Results do not fully account for socioeconomic, environmental, disability, linguistic, or cultural differences. SES quartiles reflect the socioeconomic characteristics of kindergarteners’ residential area, not their individual income and living conditions.

PRESCHOOLER PROGRESS The impact of a high-quality preschool experience is evident during preschool, as preschoolers make meaningful gains across key areas of development. To evaluate preschool progress among CPP preschoolers receiving TA, the evaluation included the Teaching Strategies GOLD® (TS GOLD®), a widely used formative assessment. TS GOLD® is administered multiple times throughout the year, allowing for the tracking of growth over time. The assessment measures preschoolers’ development across six domains of learning: Social-Emotional, Physical, Language, Cognitive, Literacy, and Mathematics. Preschoolers are rated as Below, Meeting, or Exceeding expectations by each domain. INNOVATIONS analyzed deidentified TS GOLD® fall (pre) and spring (post) assessment data for CPP TA preschoolers attending community-based and CPS preschools with Head Start funding. Preschool progress was defined as Meeting or Exceeding expectations in a domain or showing improvement within these categories between assessment periods (fall to spring).

PRESCHOOL ASSESSMENT SCORES FOR 2025-26 Assessment data from 908 preschoolers across 68 classrooms funded by CPP TA showed improvement from fall 2025 to spring 2026 in every TS GOLD® domain (Figure 14). Mathematics, which had the lowest percentage of preschoolers Meeting or Exceeding expectations at baseline, showed the largest gain, increasing by 38.6 percentage points from fall to spring. Literacy showed the second-largest growth, with a 35.4 percentage point increase. Figure 14. Percent of Preschoolers Meeting or Exceeding Expectations TS GOLD® - Fall to Spring 2025-26

Note. Figure 14 combines preschool assessment data for CPP TA preschoolers attending community-based and CPS preschools that receive Head Start funding.

REACH AND ACCESS OF THE CPP COMMUNITY PROVIDER NETWORK According to American Community Survey (ACS) 2024 five-year estimates, there are 7,725 3- and 4-yearolds in Cincinnati. Among them, 5,003 (64.8%) are living under 300% FPL – the population CPP offers TA funding to assist families in enrolling their children in high-quality preschool programs. Providers are located throughout the CPS geographic footprint, including quality gap neighborhoods.

QUALITY GAP NEIGHBORHOODS Quality gap neighborhoods are defined as areas high in socioeconomic risk factors and low in supply of high-quality (Silver or Gold-rated) preschool seat capacity relative to their preschool-aged population (34-year-olds). Evaluation reports before 2023-24 utilized quality gap neighborhoods as defined in a report on high-quality preschool access by RAND in 2016.4 As of December 2022, a new analysis was conducted to revise the quality gap neighborhood distinctions using more recent high-quality seat supply and risk statistics, adjusting for changes in communities since CPP’s start. High-quality preschool locations within the CPS footprint and their SUTQ ratings5 were obtained from Southwest Ohio’s state-designated Child Care Resource and Referral (CCR&R) agency, 4C for Children. High-quality seat capacity was estimated using multiple data sources including CPP, CPS, and Ohio Department of Job and Family Services (ODJFS) Inspection Reports. Licensed capacity was used for family child care Providers (Type A and B) and when no other data sources were available for center-based Providers. Provider and seat counts were calculated in December 2022. Counts are subject to variation over time due to changes in Provider SUTQ ratings, enrollment, staffing, and seat capacity.

HIGH QUALITY (SILVER OR GOLD RATED) PRESCHOOL SEAT SUPPLY Neighborhoods Flagged as Low Supply if: 1. Seat Deficit is 100 Seats or Greater OR 2. Seat-to-Child Ratio is Less than CityWide Rate (3 Seats per 5 Children) Note. Population sizes of 3- and 4-year-olds were estimated using the American Community Survey (ACS) 2021 5-Year Estimates. High-quality (Silver or Gold-rated) seat capacity was estimated using multiple sources, including CPP, CPS, ODJFS Inspection Reports, CCR&R, and licensed capacity.

NEIGHBORHOOD RISK INDICATORS To classify Seat Supply by neighborhood, estimates of the preschool-aged population and high-quality seats were used to calculate seat deficits and seat-to-child ratios. Neighborhoods were labeled as having Low Supply if the seat capacity deficit exceeded 100 or if the seat-tochild ratio fell below the city-wide average of 0.6, which is equivalent to three high-quality seats for every five preschool-aged children.

1. Median Family Income1 2. Percent of Children Living in Single Parent Households1 3. Percent of Adults (25 Years or Older) With High School Diploma or Higher1 4. Unemployment Rate1 5. Violent and Property Crime2 1 American Community Survey (ACS) 2021 5-Year Estimates 2 City of Cincinnati Police Data Initiative (PDI) Crime Incidents

4 Karoly, Lynn A., Anamarie Auger, Courtney Ann Kase, Robert C. McDaniel, and Eric W. Rademacher. "Options for investing in access to

high-quality preschool in Cincinnati" (2016). https://www.rand.org/pubs/research_reports/RR1615.html 5 A new, three-tier SUTQ rating system went into effect after the 2024-25 program year. High-quality programs remain highly rated under the new quality rating system.

Socioeconomic risk was the second component used to classify quality gap neighborhoods. Risk classifications were based on five key indicators: (1) median family income, (2) percent of single parent households, (3) percent of adults (25 years or older) with a high school diploma or higher, (4) unemployment rate, and (5) violent and property crime rates. Neighborhoods were flagged as At Risk for an indicator if its risk estimate exceeded the collective, citywide estimate (e.g., a neighborhood with an unemployment rate higher than the city’s average would be flagged as At Risk under the unemployment indicator). Neighborhoods At Risk in two or more of these indicators were flagged as having moderate risk or greater, relative to the rest of Cincinnati. Quality gap neighborhoods were defined by assessing both Seat Supply and Risk. Neighborhoods were classified as quality gap if they were At Risk in two or more risk indicators and had a Low Supply (a seat capacity deficit greater than 100 seats, or a seat-to-child ratio less than the citywide average). The December 2022 Quality Gap analysis results are shown in Figure 15. Dark orange areas indicate Quality gap neighborhoods (At Risk/Low Supply), while dark blue neighborhoods represent Low Risk/Low Supply, both with limited high-quality preschool seat capacity relative to their preschool-aged population. However, the dark blue neighborhoods ranked low on the five risk indicators. Classifications were given to other neighborhoods for additional context. Some neighborhoods may not be classified due to insufficient data. Figure 15. Quality Gap Neighborhoods of Cincinnati as of December 2022

Note. Because this is a relative measure, results are not generalizable to areas outside of Cincinnati. This is not meant to provide a universal definition of what constitutes “At Risk” or “Low Supply” neighborhoods. Rather, this is to help decision-makers prioritize the Cincinnati neighborhoods with the most immediate need of resources. Additionally, neighborhoods that do not meet the criteria should not be interpreted as not in need of resources or efforts to expand high-quality preschool access; however, they should not take precedence over quality gap neighborhoods where the need for high-quality education is greater. For example, At Risk neighborhoods with an average or higher seat supply are indicative of areas moving in the right direction, but they still require monitoring due to the risk factors affecting their populations. 23

CPP COMMUNITY PROVIDER NETWORK As of June 30, 2026, there were 198 community-based Providers in the CPP Community Provider Network, including 114 Family Child Care (FCC) Programs, 77 Centers, and 7 Parochial Schools. The Providers represent a capacity of 3,608 quality and high-quality seats (Figure 16). This is a decrease of 141 seats from the previous year due to fewer QI Providers participating in 2025-26; however, there were more high-quality seats available overall. Furthermore, there were a total of 90 Providers in quality gap neighborhoods representing a capacity of 1,615 quality and high-quality seats (Table 4). See Appendix E for the list of CPP community-based Providers. Data from ODJFS Provider inspection reports and the region’s CCR&R were obtained to estimate the actual enrollment (seats filled) of all preschoolers (CPP and Non-CPP) attending preschool in the CPP Community Provider Network in 2025-26. These estimates show the total number of preschoolers that CPP funding and services impact, whether through TA, teacher professional development, classroom enhancements, and quality improvement supports. The data showed that 2,152 preschoolers were enrolled across the CPP Community Provider Network, a decrease of 35 preschoolers enrolled at TA Providers and a decrease of 143 preschoolers enrolled at QI Providers compared to the prior year. Table 4. Total CPP Community-Based Providers and Seat Capacity (2025-26)

Funding Type QI TA Total

All CPP Community-Based Providers Number Program Total of Seat Preschool Providers Capacity2 Enrollment3 33* 357 148 165 3,251 2,004 198 3,608 2,152

Providers in Quality Gap Neighborhood1 Number Program Total of Seat Preschool Providers Capacity2 Enrollment3 16 165 63 74 1,450 861 90 1,615 924

* Excludes QI Providers that converted to TA. 1 Providers located in Quality Gap neighborhoods as they are defined as of December 2022. 2 Total program seat capacity as reported on CPP Provider applications. 3 Total number of enrolled preschoolers (CPP and Non-CPP) based on annual ODJFS inspection reports and CCR&R data.

Figure 16. CPP Tuition Assistance (TA) and Quality Improvement (QI) Preschools in 2025-26

TUITION ASSISTANCE AND ENROLLMENT IN COMMUNITY-BASED PRESCHOOLS COMMUNITY-BASED TUITION ASSISTANCE PROVIDERS CPP Providers are Gold or Silver (previously 3-, 4-, or 5-star) rated by Ohio’s SUTQ child care quality rating system and eligible to receive TA reimbursements for CPP TA-approved preschoolers enrolled in their programs. The number of Providers approved to receive TA reimbursements increased by 9 since last year, totaling 165 CPP community-based TA Providers in 2025-26 (Figure 17). Figure 17. Number of Approved CPP Community-Based TA Providers per Year

COMMUNITY-BASED TUITION ASSISTANCE PROVIDER GEOGRAPHY AND REACH CPP community-based TA Providers are located throughout the Cincinnati area with representation in quality gap areas (Table 5). During 2025-26, the 165 TA Providers represented a capacity of 3,251 highquality seats, according to data submitted by TA Providers on their most recent CPP application. There were 74 TA Providers in quality gap areas representing a capacity of 1,450 high-quality seats (Figure 18). Table 5. CPP Community-Based TA Providers and Seat Capacity Program Year TA Providers 2017-18 TA Providers 2018-19 TA Providers 2019-20 TA Providers 2020-21 TA Providers 2021-22 TA Providers 2022-23 TA Providers 2023-24 TA Providers 2024-25 TA Providers 2025-26

Number of TA Providers1 40 57 83 114 139 137 147 156 165

TA Providers in Quality Gap Neighborhoods 16 26 42 63 76 64* 63* 70* 74*

Net Difference in TA Providers +17 +26 +31 +25 -2 +10 +9 +9

TA Provider Seat Capacity2 3,317 2,931 3,011 2,845 2,962 2,989 3,251

1 Total number includes QI Providers that converted to TA. 2 Seat capacity data were not collected/evaluated in 2017-18 and 2018-19.

* Quality Gap neighborhoods for TA Providers based on the updated Quality Gap neighborhood classifications established in December 2022. Prior years were based on the previous classifications established in 2015-16.

Figure 18. CPP Community-Based TA Providers Active in 2025-26

APPLICATIONS FOR TUITION ASSISTANCE In 2025-26, CPP received a total of 1,472 TA applications from families looking to enroll their preschoolaged child in a community-based program. Of them, 78.7% (1,159) were approved (Figure 19). The reasons for application denial are presented in Figure 20, with the primary reasons for denial being due to having an address not in the CPS district (41.2%) or the child being too young for enrollment (33.9%). Figure 19. Number of Approved CPP Community-Based TA Applications per Year

Note. Applications that are “Not Approved” can refer to those that are denied, inactive, pending, or referred to CPS.

Figure 20. Reason for Denied CPP Community-Based TA Applications per Year

Note. Small value labels suppressed (<2%).

TUITION ASSISTANCE REIMBURSEMENT The total amount of TA reimbursed to Providers in the CPP Community Provider Network was $6.96 million in 2025-26 (Figure 21). Across all preschoolers who received TA during the year, including those who did not attend for the full 9.5 month program year, the average total reimbursement was $6,157 (range = $161-$16,659) per preschooler (Figure 22), and the average monthly reimbursement was $786 (range = $47-$6,650) per preschooler (Figure 23). For all preschoolers who received TA during the year, 51.3% received $1,000 or more each month (Figure 24). Among preschoolers who attended the full 9.5 month program year, the average annual TA reimbursement was $8,686 (range = $1,195-$11,644) per preschooler, and the average monthly reimbursement was $869 (range = $129-$1,232) per preschooler. For these full-year participants, 59.2% received $1,000 or more each month. CPP TA funds are administered after all other public funding sources. Figure 21. Total Annual TA Dollars

Figure 22. Average Annual TA Dollars (per Preschooler)

Note. Extended Learning Session (ELS) payments were included in the total annual tuition dollars reimbursed from June 2020-August 2023. The ELS ended in 2023. The tuition assistance reimbursement analysis does not account for inflation.

Figure 23. Average Monthly TA Dollars (per Preschooler)

Figure 24. Range of Year 9 TA Payments By Monthly Reimbursement Amount

Note. Extended Learning Session (ELS) payments were included in the total annual tuition dollars reimbursed from June 2020-August 2023. The ELS ended in 2023. The average monthly tuition assistance reimbursement analysis was updated in 2026 for each fiscal year. The analysis does not account for inflation.

PRESCHOOLERS RECEIVING TUITION ASSISTANCE The number of CPP TA preschoolers enrolled in community-based preschools increased between 202425 and 2025-26 (Figure 25). A total of 1,131 (492 3-year-olds and 639 4-year-olds) preschoolers attended for 1 or more days in 2025-26. See Appendix D for the enrollment rate by month. Figure 25. Number of Preschoolers Enrolled in CPP Community-Based TA Preschools

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. Demographic and attendance data for CPS preschoolers receiving TA were not available at the time this report was released.

PRESCHOOLER DEMOGRAPHICS Preschoolers enrolled in community-based CPP TA preschools were 51.6% female, mostly African American/Black (67.6%), and typically live in homes where English is the primary language (80.5%). The majority (95.3%) of preschool children reside in a permanent residence and many (67.5%) have four or fewer household members. Some preschoolers’ income requirement for TA eligibility was waived (29.4%). The income requirement may be waived if the income requirements for Publicly Funded Child Care, Head Start, or other assistance programs, which require having an FPL below CPP’s eligibility limit, have already been met. Nearly half (47.3%) of preschoolers who did not have their income requirement waived were from households with an income less than 100% of the FPL (Table 6). FPL income charts and additional demographic data for prior years can be viewed in Appendix C. Table 6. Demographics of Preschoolers Enrolled in CPP Community-Based TA Preschools in 2025-26 Valid Demographic Group Count Percent Percent Gender Female 580 51.3% 51.6% Male 545 48.2% 48.4% Gender Unknown 6 0.5% Race African American/Black 754 66.7% 67.6% White 59 5.2% 5.3% Hispanic 204 18.0% 18.3% American Indian/Alaskan Native 8 0.7% 0.7% Asian or Pacific Islander 6 0.5% 0.5% Other 85 7.5% 7.6% Race Unknown 15 1.3% Primary Language English 846 74.8% 80.5% Spanish 181 16.0% 17.2% French 4 0.4% 0.4% Other 20 1.8% 1.9% Language Unknown 80 7.1% Housing Status Lives in a Permanent Residence 1070 94.6% 95.3% Foster Care 4 0.4% 0.4% Homeless 19 1.7% 1.7% Other 30 2.7% 2.7% Housing Status Unknown 8 0.7% Household Size 2 Residents 206 18.2% 18.2% 3 Residents 296 26.2% 26.2% 4 Residents 261 23.1% 23.1% 5 Residents 176 15.6% 15.6% More Than 5 in Household 192 17.0% 17.0% Household size Unknown 0 0.0% Eligibility Tier 535 47.3% 67.0% <100 73 6.5% 9.1% 100-130 114 10.1% 14.3% 131-200 55 4.9% 6.9% 201-250 22 1.9% 2.8% 251-300 332 29.4% Income Requirement Waived* * Waived if income requirements already met for the Ohio Department of Education (requiring 200% FPL or below), Publicly Funded Child Care (requiring 142% FPL or below), or Head Start (requiring 185% FPL or below).

Figure 26 displays geocoded TA community-based preschoolers, color-coded by SES quartile. Among the 1,131 CPP TA participants in 2025-26 cohort, 47.9% were SES 1, 26.7% were SES 2, 18.7% were SES 3, and 6.6% were SES 4. Figure 26. Geocoded CPP Community-Based TA Preschoolers by SES Quartile 2025-26

PRESCHOOL ATTENDANCE RATES The average attendance rate (total days attended/total days scheduled) for CPP TA preschoolers enrolled in community-based Providers was 89.3% this year. Attendance rates have gradually increased since 2021-22 (Figure 27). CPP TA preschoolers’ attendance rate by month is reported in Appendix D. Figure 27. CPP Community-Based TA Preschooler Attendance Rates

Note. Attendance rates are calculated by dividing CPP TA preschoolers’ total days attended by their total days scheduled. * Adjusted for COVID-19 pandemic: Omits April-May 2020.

QUALITY IMPROVEMENT SUPPORT FOR PROVIDERS QUALITY IMPROVEMENT SUPPORT CPP provides a range of quality improvement supports to help preschool programs enhance quality and expand access to high-quality preschool seats throughout the community. These supports include coaching, professional development opportunities, learning materials, gross motor equipment, curriculum and technology kits, and child and program assessments. Providers who are unrated or have a Bronze SUTQ rating (previously 1- or 2-star) receive the most intensive quality improvement support to strengthen their programs, while coaching and professional development opportunities are also available to TA Providers. During 2025-26, CPP’s Quality Improvement (QI) team provided more than 2,150 (2,151.25) hours of coaching to 48 TA and QI Providers, supporting professional growth, personal wellness, and continuous quality improvement across the network. CPP also offered 33 professional development sessions attended by 300 TA and QI Providers.

COMMUNITY-BASED PROVIDERS AND QUALITY IMPROVEMENT Community-based Providers who are unrated or have a Bronze SUTQ rating can apply to become a member of the CPP Ecosystem and be connected to the QI program. CPP’s QI program included 40 Active QI Providers during the 2025-26 academic year (Figure 28). A decreasing number was expected as some QI Providers reached high-quality and others left the network due to SUTQ requirements and broader challenges in the field. Figure 28. Number of CPP QI Providers Active per Year

QUALITY IMPROVEMENT TO TUITION ASSISTANCE CONVERSIONS CPP QI Providers become eligible for conversion to TA Provider status after earning a Silver or Gold SUTQ rating. For the following analysis, QI Providers who have not yet achieved a high-quality rating are described as non-converted. QI Providers currently participating in CPP are described as Active while Providers who were Active in a prior year, left the network for unknown reasons, and later returned are described as Inactive. During 2025-26, CPP converted a total of 10 Providers from QI to TA status (Figure 29). Of these, 7 were Active QI Providers during the fiscal year and 3 were previously Inactive QI Providers who rejoined the network and returned as TA-approved Providers. 31

Figure 29. Number of CPP QI Providers Converted to TA Providers per Year

Note. Active QI Providers converted to TA during the fiscal year refer to QI Approved Providers whose QI Inactive date and TA Approval date occurred in the same fiscal year. Inactive QI Providers refer to QI Approved Providers whose QI Inactive date occurred in an earlier fiscal year than their TA Approval date. To date, 147 QI Providers have converted to TA Providers. Names of converted Providers for 2025-26 are listed in Appendix F.

GEOGRAPHY AND REACH CPP QI Providers are located throughout the Cincinnati area with representation in quality gap neighborhoods. Figure 30 illustrates the 40 QI Providers in 2025-26, including those that converted to TA Providers during the school year. As of June 30, 2026, there were 16 non-converted QI Providers in quality gap neighborhoods (Table 7). Table 7. CPP QI Providers Program Year 2017-18 2018-19 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25 2025-26

Total Number of QI Providers1 26 106 135 119 87 75 88 57 40

Active QI Converted to TA 8 22 30 14 8 14 5 7

Inactive QI Converted to TA2 2 2 3 9 4 6 8 3

Non-Converted QI Providers in Quality Gap Neighborhoods3 13 53 60 45 33 12* 33* 30* 16*

1Total number includes QI Providers that converted to TA. 2Not shown in map below (Figure 30). 3QI Providers that did not convert to TA and are in Quality Gap neighborhoods. These are Providers with the potential to increase high-

quality seat capacity in Quality Gap neighborhoods. *Quality Gap neighborhoods for QI Providers based on the updated Quality Gap neighborhood classifications established in December 2022. Prior years were based on the previous classifications established in 2015-16.

Figure 30. CPP QI Provider Conversions to TA Status in 2025-26

SUMMARY Over the past decade, CPP has played an important role in expanding access to high-quality preschool opportunities while strengthening Cincinnati's early childhood education system. The evaluation tells us more than whether CPP is operating successfully. It tells us that CPP has consistently demonstrated positive outcomes for children, families, and preschool Providers. Findings from the 2025-26 evaluation continue to show that:

✓ CPP Tuition Assistance makes a difference. • •

More children are arriving at kindergarten ready to learn. More children are on track for literacy and ready to read.

✓ CPP is strengthening Cincinnati's preschool ecosystem. • • •

More families can access high-quality preschool. More neighborhoods have access to high-quality Providers. More early childhood programs are achieving high-quality status.

✓ CPP provides resources to families of preschool children. • • •

More families are receiving tuition assistance to attend high-quality preschool. High attendance rates and family engagement. Children facing the greatest barriers benefit substantially.

✓ Continued investment can expand these outcomes to even more children and neighborhoods. •

Expanded access in quality gap neighborhoods.

NEXT STEPS CPP and its partners may consider recommendations as they continue efforts to sustain and expand access to high-quality preschool options in Cincinnati, invest in improvements to the local early childhood system, and adapt to emerging challenges within the early childhood landscape. •

•

Promote Regular Preschool Attendance and Early Engagement: Attendance rates have steadily increased and remain high among CPP TA participants. Research and local evaluation data document the importance of consistent attendance for children’s developmental progress and long-term success in school. CPP should continue efforts that have been effective in increasing preschool attendance and addressing barriers to regular preschool participation, including attendance supports and incentives, Provider and community partnerships, and parent awareness, communication, and engagement. 31

•

Consider Exploring Longitudinal Learning Opportunities: The Year 9 evaluation focuses on outcomes most directly connected to CPP’s investments in high-quality preschool; however, there may be increasing value in complementing current findings with additional measures that help stakeholders understand how early gains are maintained over time. Additional investments and partnerships will be required to expand data collection and evaluation. They will also be important for connecting children and families to supports that can help address barriers that exist outside of preschool while expanding CPP’s reach and long-term impact.

THE POWER OF THE PROMISE

APPENDICES APPENDIX A: KINDERGARTEN READINESS ASSESSMENT REVISED (KRA-R2) OUTCOMES FOR 2025-26 Table A1. KRA-R2 Performance by CPP TA Participation and Selected Characteristics (2025-26) KRA-R Overall Performance Emerging Approaching

Language and Literacy Mean SD On Track

Preschool Experience

Students Assessed

Mean

CPP TA1 Non-CPP2

720 1,586

265.0 264.6

15.7 20.8

27.8% 33.2%

34.7% 25.2%

37.5% 41.6%

266.0 264.7

18.4 22.9

60.6% 57.3%

CPP TA1 Non-CPP2 CPP TA1 Non-CPP2

359 765 361 821

266.4 267.2 263.7 262.2

14.1 19.2 17.0 21.9

24.5% 29.4% 31.0% 36.8%

36.2% 25.4% 33.2% 25.1%

39.3% 45.2% 35.7% 38.1%

266.4 266.5 265.6 263.0

17.0 21.6 19.8 24.0

62.1% 59.0% 59.0% 55.7%

CPP TA1 Non-CPP2 CPP TA1 White Non-CPP2 CPP TA1 Hispanic Non-CPP2 CPP TA1 MultiRacial/Other Non-CPP2 Socioeconomic Status (SES) CPP TA1 SES 1 Non-CPP2 CPP TA1 SES 2 Non-CPP2 CPP TA1 SES 3 Non-CPP2 CPP TA1 SES 4 Non-CPP2

515 760 67 463 84 199 54 164

265.1 260.9 270 274.7 257.1 252.4 269.8 267.7

16.1 19.6 12.7 19.8 13.7 16.3 13.9 21

26.8% 37.5% 11.9% 16.2% 53.6% 62.3% 16.7% 26.2%

34.8% 29.6% 37.3% 16.6% 31.0% 28.1% 37.0% 25.6%

38.4% 32.9% 50.7% 67.2% 15.5% 9.5% 46.3% 48.2%

266.5 261.5 272.9 275.7 253.8 248 270.8 268.8

18.5 21.6 15.3 21.1 17.5 19.5 13.6 21.8

62.3% 51.8% 74.6% 78.0% 32.1% 22.1% 70.4% 66.5%

289 524 205 371 163 327 62 363

262.4 257.3 266.9 260.5 266.7 268.3 266 276

14.3 19.5 16.9 20.3 15.9 19.6 16.4 18.4

32.2% 46.8% 25.4% 38.5% 26.4% 27.2% 19.4% 13.8%

39.8% 28.4% 30.7% 29.4% 28.2% 24.5% 40.3% 16.8%

28.0% 24.8% 43.9% 32.1% 45.4% 48.3% 40.3% 69.4%

262.7 256.6 268.8 260.5 267.8 268.8 266.8 276.8

17.4 22.4 18.8 22.2 19.4 20.9 17.5 20.2

53.6% 42.0% 68.3% 49.3% 61.3% 63.6% 64.5% 81.5%

Group

Demonstrating

Grand Total Total Gender Female Male Race Black/African American

Table A2 continues next page

Table A1 (continued). KRA-R2 Performance by CPP TA Participation and Selected Characteristics (2025-26) KRA-R Overall Performance Emerging Approaching

Language and Literacy Mean SD On Track

Preschool Experience

Students Assessed

Mean

CPP TA1 Non-CPP2 CPP TA1 Disability Non-CPP2 English Language Learner (ELL) CPP TA1 English Speaker Non-CPP2 English Language CPP TA1 Learner Non-CPP2

617 1,362 103 224

267.2 268.3 252.0 241.9

14.0 17.4 19.0 25.1

23.0% 27.2% 56.3% 70.1%

35.5% 26.3% 30.1% 18.8%

41.5% 46.5% 13.6% 11.2%

267.9 268.2 254.6 243.3

16.9 19.7 22.9 28.9

63.7% 62.0% 41.7% 28.6%

580 1,343 140 243

266.1 267.1 260.5 251.0

15.7 20.6 14.8 16.3

24.3% 27.4% 42.1% 65.4%

34.7% 25.2% 35.0% 25.1%

41.0% 47.4% 22.9% 9.5%

267.4 267.9 260.1 247.1

18.2 22.1 18.5 19.4

63.8% 63.7% 47.1% 21.4%

Group

Demonstrating

Disability Status No Disability

Comprised of CPS kindergartners who attended a CPP Community or CPS Preschool Provider in 2023-24 and/or 2024-25. Excludes students whose parents did not provide parental consent to match preschool records to kindergarten assessment scores. 2 Comprised of 2025-26 CPS kindergarteners who did not attend a CPP TA preschool prior to kindergarten enrollment.

Table A2. KRA-R2 Performance by CPP TA Participation, Socioeconomic Status (SES), and Race (2025-26) Preschool Experience Black/African American CPP TA1 SES 1 Non-CPP2 CPP TA1 SES 2 Non-CPP2 CPP TA1 SES 3 Non-CPP2 CPP TA1 SES 4 Non-CPP2 White CPP TA1 SES 1 Non-CPP2 CPP TA1 SES 2 Non-CPP2 CPP TA1 SES 3 Non-CPP2 CPP TA1 SES 4 Non-CPP2 Hispanic CPP TA1 SES 1 Non-CPP2 CPP TA1 SES 2 Non-CPP2 CPP TA1 SES 3 Non-CPP2 CPP TA1 SES 4 Non-CPP2 Race and SES

KRA-R Overall Performance Emerging Approaching

Language and Literacy Mean SD On Track

Students Assessed

Mean

210 320 157 217 119 146 28 76

263.6 259.5 267.1 260.3 266 264 262.4 262.6

14 18.9 17.5 19.7 16.7 19.7 19.3 21.3

28.1% 38.8% 24.2% 36.9% 27.7% 36.3% 28.6% 36.8%

40.5% 31.9% 31.8% 29.5% 27.7% 27.4% 35.7% 23.7%

31.4% 29.4% 43.9% 33.6% 44.5% 36.3% 35.7% 39.5%

264.8 260.4 269.2 260.3 266.8 264.5 263.7 263

16.4 20.7 19.5 22.1 20.1 21.1 20.6 24.2

59.0% 50.3% 68.2% 51.2% 60.5% 54.8% 60.7% 53.9%

16 60 15 54 19 120 17 229

265.6 256.8 272.8 270.6 273.4 274.2 267.7 280.7

14.4 27.3 9.7 17.5 13 17.8 12.3 15.4

31.2% 48.3% 25.9% 5.3% 15.0% 11.8% 6.1%

31.2% 21.7% 46.7% 24.1% 31.6% 16.7% 41.2% 13.5%

37.5% 30.0% 53.3% 50.0% 63.2% 68.3% 47.1% 80.3%

265.6 256.6 275.4 271.4 280.2 275.8 269.5 281.7

17.5 29.6 12.6 19.4 13.5 18.6 14.3 16.4

56.2% 41.7% 80.0% 61.1% 84.2% 78.3% 76.5% 91.3%

51 109 19 55 11 23 3 12

254.7 249.7 259.4 252.5 260.2 256.2 271.7 269.7

13.2 13.8 15.8 16.2 10.1 20.8 13.3 18.6

56.9% 71.6% 52.6% 56.4% 54.5% 52.2% 25.0%

33.3% 22.9% 21.1% 36.4% 27.3% 34.8% 66.7% 25.0%

9.8% 5.5% 26.3% 7.3% 18.2% 13.0% 33.3% 50.0%

251.2 243.8 258.8 251 255.3 251.5 261.7 264.8

18.2 18.7 17.2 16 14.1 21.3 15.9 26.7

25.5% 15.6% 52.6% 23.6% 27.3% 26.1% 33.3% 66.7%

Demonstrating

Table A2 continues next page

Table A2 (continued). KRA-R2 Performance by CPP TA Participation, Race, and Socioeconomic Status (2025-26) Race and SES Preschool Experience Students Assessed Multi-Racial/Other CPP TA1 SES 1 Non-CPP2 CPP TA1 SES 2 Non-CPP2 CPP TA1 SES 3 Non-CPP2 CPP TA1 SES 4 Non-CPP2

12 35 14 45 14 38 14 46

Mean

271.1 260.9 269.2 258.8 269.1 273.6 270.1 276.5

12.1 18.6 15.5 25.3 14.4 17.1 14.7 15.5

KRA-R Overall Performance Language and Literacy Emerging Approaching Demonstrating Mean SD On Track 40.0% 28.6% 40.0% 21.4% 15.8% 14.3% 10.9%

66.7% 25.7% 14.3% 26.7% 28.6% 31.6% 42.9% 19.6%

33.3% 34.3% 57.1% 33.3% 50.0% 52.6% 42.9% 69.6%

271.2 261.8 271.6 260.1 269.5 273.2 270.8 278.9

11.7 19 14.7 26.8 14.6 16.9 14.4 16.9

75.0% 48.6% 78.6% 57.8% 64.3% 73.7% 64.3% 82.6%

Note. Assessment scores were not summarized for samples of less than 10. 1 Comprised of CPS kindergartners who attended a CPP Community or CPS Preschool Provider in 2023-24 and/or 2024-25. Excludes students whose parents did not provide parental consent to match preschool records to kindergarten assessment scores. 2 Comprised of 2025-26 CPS kindergarteners who did not attend a CPP TA preschool prior to kindergarten enrollment.

Table A3. Additional KRA-R2 Performance Factors (2025-26) Group

Students Assessed

KRA-R Overall Performance Language and Literacy Emerging Approaching Demonstrating Mean SD On Track

Mean

265.2 261

14.2 17.9

26.3% 42.0%

39.5% 27.3%

34.2% 30.7%

267.6 260.3

16.3 21.2

68.4% 46.6%

264.7 264.2

15.4 16.1

24.0% 35.0%

42.1% 32.5%

33.9% 32.5%

266.9 264

18.1 19.1

63.6% 57.5%

261.7 267.4

16.4 18.1

36.2% 22.7%

39.4% 34.7%

24.5% 42.7%

260.3 270.2

20.3 20.1

52.1% 72.0%

264.7 263.2

18.5 16.3

23.4% 34.2%

40.4% 33.8%

36.2% 32.0%

268.3 263.5

18.6 19.9

74.5% 55.6%

CPP TA Preschool Attendance 2024-25 Preschool Attendance ≥ 90% 114 Preschool Attendance < 90% 88 CPP TA Preschool Attendance 2023-241 Preschool Attendance ≥ 90% 121 Preschool Attendance < 90% 80 Federal Poverty Level1 FPL < 100% 94 FPL ≥ 100% 75 Quality Rating of Latest Preschool Provider1 Silver 47 Gold 225 1

Comprised of CPP preschooler data available in the SugarCRM database operated by MetrixIQ.

APPENDIX B: KRA-R2 LOGISTIC REGRESSION RESULTS Table B1. Binary Logistic Regressions to Predict Kindergarteners Demonstrating Readiness on the Overall KRA-R2 (Model 1) and On Track in Language and Literacy (Model 2) Within the Context of CPP TA Participation, Race, Socioeconomic Status (SES), Disability, and English Language Learner (ELL) Status Model 1: KRA-R Overall Performance (Demonstrating)1 Predictor CPP TA Participation Race Black/African American White Hispanic Multi-Racial/Other SES Quartile SES 1 SES 2 SES 3 SES 4 Disability Status No Disability Disability ELL Status English Proficient English Language Learner

95% CI for OR

Odds Ratio (OR)

0.22

0.11

.035

1.25

Lower 1.02

* 1.02 -0.65 0.33

* 0.13 0.27 0.16

* <.001 .015 .039

* 2.78 0.52 1.39

* 0.43 0.62 1.15

* 0.13 0.13 0.15

* <.001 <.001 <.001

* -2.08

* 0.19

* -1.01

* 0.21

Model 2: KRA-R Language and Literacy (On Track)2 Odds Ratio 95% CI for OR (OR) Lower Upper <.001 1.58 1.29 1.93

Upper 1.54

0.46

0.1

* 2.15 0.31 1.02

* 3.58 0.88 1.91

* * * 0.85 0.14 <.001 -0.72 0.22 .001 0.37 0.17 .025

* 2.34 0.48 1.45

* 1.79 0.31 1.05

* 3.06 0.75 2.01

* 1.54 1.87 3.16

* 1.2 1.44 2.35

* 1.97 2.41 4.26

* 0.34 0.36 1.02

* * 0.12 .004 0.13 .004 0.16 <.001

* 1.41 1.44 2.77

* 1.11 1.12 2.03

* 1.77 1.85 3.78

* <.001

* 0.12

* 0.09

* 0.18

* * * -1.46 0.14 <.001

* 0.23

* 0.18

* 0.3

* <.001

* 0.37

* 0.24

* 0.56

* * * -0.77 0.19 <.001

* 0.46

* 0.32

* 0.67

Note. N = 2,304; B = unstandardized coefficients; SE = standard error; P = statistical significance; 95% CI for OR represents the lower-limit and upper-limit of the odds ratio confidence interval. 1 Model 1 Dependent: Demonstrating (KRA-R2 composite scores at or above 270); Intercept coefficient B = -0.79, SE = 0.10 2 Model 2 Dependent: On Track (Language and Literacy subtest scores at or above 263); Intercept coefficient B = 0.08, SE = 0.09 * Reference category

Extended Learning Session (ELS) Participation

APPENDIX C: DEMOGRAPHICS OF CPP TA PRESCHOOLERS Table C1. Demographics of Participants Enrolled in CPP Community-Based TA Preschools 2020-2026 Variable

Gender

Race

Primary Language

Housing Status

Group

2020-21 (N = 760)

2021-22 (N = 907)

2022-23 (N = 927)

2023-24 (N = 1,087)

2024-25 (N = 1,090)

2025-26 (N = 1,131)

Female

Count 395

Percent Count Percent Count Percent Count Percent Count Percent Count Percent 52.0% 458 50.5% 487 52.5% 554 51.0% 565 51.8% 580 51.3%

Male

364

47.9%

432

47.6%

417

45.0%

516

47.5%

494

45.3%

545

48.2%

Gender Unknown

0.1%

1.9%

2.5%

1.6%

2.8%

0.5%

African American/Black

551

72.5%

629

69.3%

629

67.9%

744

68.4%

737

67.6%

754

66.7%

White

7.1%

7.4%

6.8%

5.8%

5.3%

5.2%

Hispanic

11.8%

136

15.0%

158

17.0%

174

16.0%

196

18.0%

204

18.0%

American Indian/Alaskan Native

0.5%

1.0%

0.9%

1.0%

0.7%

Asian or Pacific Islander

0.7%

0.6%

0.4%

0.5%

Other

6.3%

5.4%

6.6%

7.3%

7.2%

7.5%

Race Unknown

1.1%

1.3%

0.4%

1.0%

0.6%

1.3%

English

615

80.9%

703

77.5%

693

74.8%

817

75.2%

800

73.4%

846

74.8%

Spanish French

71 0

9.3% 0.0%

97 3

10.7% 0.3%

132 4

14.2% 0.4%

146 3

13.4% 0.3%

173 4

15.9% 0.4%

181 4

16.0% 0.4%

Other

2.1%

2.2%

2.3%

2.4%

2.1%

1.8%

Language Unknown

7.6%

9.3%

8.3%

8.7%

8.3%

7.1%

Lives in a Permanent Residence Foster Care Homeless Unaccompanied Youth Other Housing Status Unknown

716 9 9 0 25 1

94.2% 1.2% 1.2% 0.0% 3.3% 0.1%

846 10 13 0 36 2

93.3% 1.1% 1.4% 0.0% 4.0% 0.2%

854 6 19 0 45 3

92.1% 0.6% 2.0% 0.0% 4.9% 0.3%

1025 5 9 0 42 6

94.3% 0.5% 0.8% 0.0% 3.9% 0.6%

1030 3 11 0 42 4

94.5% 0.3% 1.0% 0.0% 3.9% 0.4%

1070 4 19 30 8

94.6% 0.4% 1.7% 2.7% 0.7%

Table C1 (continued). Demographics of Participants Enrolled in CPP TA Preschools 2020-2026 Variable

2020-21 (N = 760)

Group

2021-22 (N = 907)

2022-23 (N = 927)

2023-24 (N = 1,087)

2024-25 (N = 1,090)

2025-26 (N = 1,131)

Household Size

2 Residents 3 Residents 4 Residents 5 Residents More than 5 in Household Household Size Unknown

Count 133 205 180 121 121 0

Percent 17.5% 27.0% 23.7% 15.9% 15.9% 0.0%

Count 153 224 243 147 140 0

Percent 16.9% 24.7% 26.8% 16.2% 15.4% 0.0%

Count 141 221 248 139 178 0

Percent 15.2% 23.8% 26.8% 15.0% 19.2% 0.0%

Count 194 286 259 164 183 1

Percent 17.8% 26.3% 23.8% 15.1% 16.8% 0.1%

Count Percent Count Percent 211 19.4% 206 18.2% 272 25.0% 296 26.2% 234 21.5% 261 23.1% 178 16.3% 176 15.6% 195 17.9% 192 17.0% 0 0.0% 0 0.0%

Income Eligibility Tier

< 100 100-130 131-200 201-250 251-300 Income Requirement Waived

274 41 93 17 12 323

36.1% 5.4% 12.2% 2.2% 1.6% 42.5%

367 67 125 29 14 305

40.5% 7.4% 13.8% 3.2% 1.5% 33.6%

403 93 136 44 13 238

43.5% 10.0% 14.7% 4.7% 1.4% 25.7%

450 93 157 46 15 326

41.4% 8.6% 14.4% 4.2% 1.4% 30.0%

468 88 142 44 26 322

42.9% 8.1% 13.0% 4.0% 2.4% 29.5%

535 73 114 55 22 332

47.3% 6.5% 10.1% 4.9% 1.9% 29.4%

Table C2. United States Department of Health and Human Services 2025 Federal Poverty Guidelines (FPL), Office of Early Learning and School Readiness Size of 100% 200 % 300% Family Poverty Poverty Poverty Unit Level* Level** Level*** 1 $15,960 $31,920 $47,880 2 $21,640 $43,280 $64,920 3 $27,320 $54,640 $81,960 4 $33,000 $66,000 $99,000 5 $38,680 $77,360 $116,040 6 $44,360 $88,720 $133,080 * Add $5,680 for each additional person. ** Add $11,360 for each additional person. *** Add $17,040 for each additional person.

APPENDIX D: MONTHLY ENROLLMENT AND ATTENDANCE FOR CPP TA PARTICIPANTS The following figures show the total number of preschoolers enrolled and attending a CPP Community preschool each month. Figure D1. Monthly CPP TA Enrollment 2025-26

Figure D2. Monthly CPP TA Attendance Rate 2025-26

APPENDIX E: CPP COMMUNITY PROVIDER NETWORK The 2025-26 CPP Community Provider Network includes 77 Centers, 114 Family Child Care Programs, and 7 Parochial Schools. #

123 Apple Tree 24 Hour Child Care From The Heart 3T Learning Academy LLC 11 4 Legendary Kids LLC A Break for Mom Daycare A Place 2 Grow Childcare Adventure Island Learning Hub Alouette Learning Center Alpha 2 Omega Learning Center Alphabet Junction, Inc Angela F. Lyshe-Thierry Barbara Dotts Beautiful Beginnings Childcare Best Early Development Center LLC Beyond The Books Learning Center Big Adventures Learning Center Corp Bright Futures Home Daycare Bubble Babies Learning Center Building Better Futures Busy Bee Toddler Care and Learning Center C.A.R.E Home Childcare CAA - Life Learning Center CAA - Millvale CAA - Ted Berry Calvary Kids Learning Center, LLC Carmelia Montgomery/Sugarmamadaycarellc CCDC Family Childcare LLC CCDC Learning Center LLC Champion Learning Center Children of Hope Learning Center Children of the Future Childtime Children's Center Constance Constant Care #2 Constant Care Learning Center Corban Learning Center Corrinda Ibrahim Corryville Catholic CoStars Early Education Center Westwood Cozy Care Nursery School & Childcare Creative Environment For Youths LLC CWFF Child Development Center Daddy's Daycare - Linn Street

F G

Dashia Hall Denise Thompson - Denise's Daycare Destiny Childcare and Development Center Discovery Cove Learning Center LLC Divine Daycare Center Inc. Donna Davis Dornetta Williams Dotty's Day Care LLC Elevated Minds Academy Incorporated Elite Early Learning Center Elizabeth Smith Empower Learn Create, Inc. Erica Parks Exploring Excellence Learning Center Corp Faith Love Hope Childcare Frances Moore Generation Hope Childcare and Preschool GG's TLC Childcare Gingerbread House Childcare LLC God's Little Angels Learning Center LLC Gray's Creative Learning Daycare Happy Faces Childcare Happy Feet Child Development Happy Hearts & Bright Minds Child Care Center Heavenly Playground Daycare Holy Family School Imaginations at Work In God's Hands Christian Youth Center Inspired Kids Learning Center LLC InVision Child Care Jacqueline's Loving Hearts Janet Rolley Jewels Under The Heaven Child Care Joyce's Kiddie Korner Kalei Night & Daycare KB Karing for Babies Childcare Kendra Pugh Keneice's Loving Arms Child Care LLC Kennedy Heights Montessori KeyKey's Romper Room LLC Kids Home Away From Home Childcare Kids Play 513 LLC 44

Kids World Learning Center Kidsville Childcare and Development North LLC Kidz R Us Childcare & Enrichment Center Kila's Angels Learning Academy Kims Kiddie Care Kings & Queens Unlimited LLC KJM Childcare Krayola Kidz Klub L Latoya Dixon Latoya's Daycare LLC Learning & Lollipops Early Childhood Education Center Learning Grove - CityLink Learning Grove - East Walnut Hills Learning Grove - Future Environments Learning Grove - Price Hill Learning Grove - Schiff I Learning Grove - Schiff II Learning Grove - William Mallory Early Learning Center Leonna Larkins Leyla House Learning Center Lisa Cox-Wade Little Footprints Learning Center Little Leaders Academy Little Learners Christian Academy, LLC Little Minds Big Dreams Childcare Little Promises (Operated by Cincinnati Urban Promise) Little Steps Daycare Center LLC Little Treasures Under Ms Chris' Care Love and Grow Education Service LLC Loving Care for Little Ones Loving Kindness Education & Learning Center Lynn's Loving Hands Family Childcare and Preschool M Major Dreamers Montessori Maria Bradley Marshette Riggs-Smith Mary's Little Lambs Learning Center Maya Redman Mimi's Learning Center LLC Monica Thomas Monica Watts Ms. Sophia Daycare Mt. Washington Baptist Day Care & Preschool My 2nd Home Childcare Mylestones Early Learning and Development

O P

Q R

Nanna's House Nanna's Learning & Play Academy Nanny's Multi Level Learning Centers, INC. Nature w/ Nurture Preschool & Day School, LLC Nicole Burns North Bend Learning Center Northstar Academy Learning Center Nurse Julie's Daycare Our Busy Bee'zz Childcare Palace of Joy Daycare, LLC Peggy Glasper Peggy's Precious Angels Pleasant Ridge Presbyterian Preschool Poohbears Playhouse Precious Gems Daycare Que's Angels Rainbow Room Preschool Learning Center Ready Set Learning Center Red Brick Childcare LLC Regina Buchannon Robyn Perkins Romero Academy at Annunciation Romero Academy at Resurrection Family Services, LLC Rose Martin Rougui's Day Care Saint William School Sassafras House Set For Success Family Child Care Shawn Lewis Learning Center Sherry Johnson Shining Stars Learning Center of Cincinnati Simpy's Playhouse and Learning Center Sister/Sister Childcare Solomon's Childcare (Owner - Sheila Solomon) Sonya Woods St. Boniface Preschool St. Francis de Sales School St. Lawrence Preschool Susan Lemons Sweetie Pie's Learning Center Tanya's Educational Child Care Teefah's Learning Center Tender Tots Daycare The BeeHive Child Care The Children's Home The Educational Playhouse 45

The Little Daisy House LLC The Little Tree House of Knowledge The Salvation Army Learning Center Tiny Steps Development Center Inc Together We Grow Childcare TOTally Kids Learning Center U UC - Arlitt V Venessa Brogden Vicky's Tender Heart Childcare Vonda Cathey W Water Lily Learning Center, East Water Lily Learning Center, LLC Wesley Education Center Westwood United Methodist Church Where The Sidewalk Ends Academy Winton Hills Educational Center Y YMCA Early Learning Center - Walnut Hills

Yolanda Champion Young Scholars Academy Your Learning Treehouse LLC Youthland Academy of Beekman Youthland Academy of Cheviot Youthland Academy of Pleasant Ridge Youthland Academy of Price Hill

APPENDIX F: QI PROVIDERS CONVERTED TO TA PROVIDERS Table F1. QI Providers Reaching High-Quality Silver or Gold SUTQ Rating in 2025-26 Name of Converted Provider Beyond The Books Learning Center Building Better Futures Children of Hope Learning Center Dashia Hall

Discovery Cove Learning Center LLC Heavenly Playground Daycare Kims Kiddie Care Krayola Kidz Klub Nature w/ Nurture Preschool & Day School, LLC St. Francis de Sales School

APPENDIX G: CPP PARTNERS AND DONORS CPP has many strategic partners who support their mission and vision. Appendix G is a snapshot of CPP’s partners and supporters, provided by CPP. Adspsoure All-In Cincinnati Coalition African American Chamber AFSCME- American Federation of State, County, and Municipal Employees American Legacy Theatre Beech Acres Parenting Center Best Point Education & Behavioral Health Black Child Development Institute Ohio Central Clinic Behavioral Health CET, Public Media Connect Child Care Choices Children’s Funding Project Cincinnati NAACP Cincinnati Parent Empowerment Network Cincinnati Recreation Commission Cincinnati State Technical & Community College Cincinnati-Hamilton County Community Action Agency Cintexx City of Cincinnati Consortium for Resilient Young Children CoStars Early Childhood Services Cradle Cincinnati Dress for Success Early Start Columbus Ellequate Future Ready 5 Great Start for Great Futures Greater Cincinnati Foundation GreenLight Fund Cincinnati Guardian Savings Bank Hamilton County Job and Family Services Human Services Chamber of Hamilton County Interact for Health It’s Commonly Jazz Invest in Children Cuyahoga County/UPK Joseph Berning Printing Leadership Council for Nonprofits Leading Men Fellowship Learning Through Art, Inc. Linton Chamber Music Manley Burke Mayo Home for Youth Development Movers & Makers Cincinnati Pre4CLE 47

Preschool Promise-Dayton Project LIFT Queen City Book Bank Radio One Refined Vision Digital Media, LLC Santa Maria Community Services Southwest Ohio Association for the Education of Young Children Success By 6 The CEO Project The Cincinnati Herald The Literacy Lab The Village Preschool in Anderson The Voice of Your Customer Tigerseye Creative Union Savings Bank United Way of Greater Cincinnati University of Cincinnati, School of Education University of Cincinnati, Lindner College of Business, Urban Impact Studio Urban League of Greater Southwestern Ohio US Bank Women’s Fund of the Greater Cincinnati Foundation YWCA of Greater Cincinnati