Cincinnati Preschool Promise Year 7 Evaluation

Evaluation Report: Cincinnati Preschool Promise’s Impacts in Early Childhood Education

2024

Table of Contents Report Overview..........................................................................................................................................................................2 Introduction...................................................................................................................................................................................5 Mission and Vision ........................................................................................................................................................................5 Commitment to Equity ...............................................................................................................................................................5 Parent, Teacher, and Provider Testimonials ..........................................................................................................................6 Kindergarten Readiness ..............................................................................................................................................................7 Preschooler Progress ............................................................................................................................................................... 17 Academic Progress in Grades 1-3 ......................................................................................................................................... 18 Reach and Access ...................................................................................................................................................................... 22 Tuition Assistance and Enrollment ....................................................................................................................................... 25 Quality Improvement ............................................................................................................................................................... 31 Teacher and Provider Supports ............................................................................................................................................. 33 Extended Learning Session ...................................................................................................................................................... 33 CPP Plus ...................................................................................................................................................................................... 38 Community Stakeholder Experiences .................................................................................................................................. 41 CPP Evaluation Advisory Panel .............................................................................................................................................. 44 Recommendations and Opportunities ................................................................................................................................. 45 Appendices.................................................................................................................................................................................. 46 Appendix A: Additional Kindergarten Readiness Assessment Revised (KRA-R) Outcomes for CPP TA Participants 46 Appendix B: Kindergarten Readiness Assessment Revised (KRA-R) Outcomes For 2023-24

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Appendix C: KRA-R Logistic Regression Results

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Appendix D: Demographics of CPP TA Preschoolers (Past 5 Years)

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Appendix E: QI Providers Converted to TA Providers

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Appendix F: KRA-R Outcomes by Extended Learning Session (ELS) Participation

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Appendix G: Peanut Butter and Jam Teacher Survey Results

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Appendix H: Early Care and Education Enrollment and Capacity Within the CPS District Boundary

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Appendix I: Monthly Enrollment and Attendance for CPP TA Participants

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REPORT OVERVIEW Since 2016, Cincinnati Preschool Promise (CPP), a non-profit, taxpayer-funded organization, has worked to ensure equitable access to high-quality preschools and better school readiness for children. To do this, CPP assists families with finding a high-quality preschool program and provides Tuition Assistance (TA) funding for 3- and 4-year-old children living at or below 300% of the federal poverty level (FPL) to attend. CPP also supports preschools with Quality Improvement (QI) and empowers preschool teachers and Providers through grants and professional development. This report examines the impact of CPP programs, including benefits for preschoolers and returns for Cincinnati, through a mixed-methods evaluation conducted by CPP’s external independent program evaluator, INNOVATIONS in Community Research and Program Evaluation of Cincinnati Children’s Hospital Medical Center. The evaluation integrated agency-level and student-level data provided by CPP, Cincinnati Public Schools (CPS), and partnering agencies. INNOVATIONS’ unique data access as an independent evaluator may result in minor reporting differences between INNOVATIONS and CPP. CHILD OUTCOMES • Kindergarten Readiness of CPP Participants Compared to Non-CPP Participants • Preschooler Development and Progress as Measured by Preschool Assessments • Impact of the 2023 Extended Learning Session (ELS) • Progress of CPP Participants in Grades 1-3 REACH AND ACCESS • Enrollment of Preschoolers in CPP Programs • Preschool-Age Children Not Enrolled in CPP • Preschool Programs Participating in CPP • Social and Economic Characteristics of Preschoolers, Preschool Providers, and Neighborhoods • Access to High-Quality Preschool Because of CPP TA Funding • Utilization of TA Funding • Seat Availability and Enrollment Capacity of High-Quality Preschools ADDITIONAL ASPECTS OF THE YEAR SEVEN EVALUATION • Peanut Butter and Jam (PB&J) Program Impact • Preschooler Experience Survey • Parent, Teacher, and Provider Voice – Evaluation Advisory Committee Feedback and Provider Survey KEY FINDINGS FROM THE YEAR SEVEN EVALUATION: Key findings are summarized below. Note that kindergarten readiness and preschooler progress results represent TA preschoolers enrolled in the CPP Community Provider Network and CPS Preschools. Preschool enrollment, Provider characteristics, community stakeholder experiences, and financial-related results represent CPP Community participants. The report's main sections describe additional results, details, and definitions of CPP programming and the evaluation methodology.

Kindergarten Readiness is Higher for CPP Participants • CPP TA participants were more frequently (62.6%) Approaching or Demonstrating readiness on the overall Kindergarten Readiness Assessment-Revised (KRA-R) compared to Non-CPP kindergarteners (60.9%).

• Language and Literacy subtest results revealed that the percentage of CPP TA participants On Track for literacy by 3rd grade was 40.7% compared to 38.9% of Non-CPP kindergarteners.

• CPP TA participation increased the odds of Demonstrating readiness by 30.5% and the odds of being On Track by 53.8% when statistically controlling for the other predictors.

CPP Preschoolers Show Progress from Fall to Spring • Preschoolers assessed showed universal improvement across all domains of the Teaching Strategies GOLD® (TS Gold®) from fall 2023 to spring 2024. In the spring, preschoolers maintained or exceeded expectations at high frequency within the Social Emotional (85.6%), Physical (91.1%), Language (80.4%), Cognitive (83.1%), Literacy (82.7%), and Math (76.4%) domains of measurement.

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Tuition Assistance Participants Show Academic Growth from Fall to Spring in Grades 1-3 • During the 2022-23 school year, 42.7% of a CPP TA cohort of 3rd graders scored proficient or higher on the Next Generation Assessment (NGA) English Language Arts (ELA) test, exceeding the performance of students in poverty districtwide (41.6%). CPP and CPS 3rd graders performed similarly on the NGA Math test.

• CPP TA participants in grades 1-3 showed growth in MAP Reading assessment scores from fall to spring.

CPP Community Providers Increase Equitable Access to High-Quality Preschool • CPP TA Providers served approximately 20.7% of the 3- to 4-year-old population living below the 300% FPL in Cincinnati (N = 5,246) in 2023-24. Together, Community and CPS Public TA Providers served nearly 40.0% of the 3- to 4-year-old population living below 300% FPL in Cincinnati.

• As of June 2024, there were 221 Providers in the CPP Community Provider Network representing a capacity of 4,181 quality and high-quality seats, an increase of 246 seats from the previous year.

CPP Tuition Assistance Promotes Positive Trends in Enrollment and Attendance • In 2023-24, 1,087 preschoolers received tuition assistance from CPP and were enrolled in high-quality preschools, an increase of 17.3% from 2022-23 to 2023-24.

• As of June 2024, there were 147 TA Provider sites representing a total capacity of 2,962 high-quality seats for children.

• CPP TA preschoolers attended 88.4% of scheduled days, an increase of five percentage points since Year 1.

CPP Improves Preschool Quality • In 2023-24, 20 CPP QI Providers reached high-quality and converted to TA preschools.

• As of June 2024, there were 88 QI Provider sites, 33 of which are in quality gap neighborhoods.

Extended Learning Session Attendance Supports Continued Learning • A total of 563 children enrolled in the ELS program, which operated from June 2023 through August 2023.

On average, ELS students attended 85.5% of their scheduled school days, with 56.0% having an attendance of 90% or higher.

CPP Provides Essential Teacher and Provider Supports • CPP supported 52 Lead Preschool Teachers at 42 TA preschools with a Teacher Promise Grant of up to $4,000 this year.

• CPP supported 26 QI preschools with a Staff Support Fund of up to $3,000 per Assistant and Lead Preschool Teacher.

CPP Plus Offers Music Programming and Extra Resources for Preschoolers and Providers • Preschoolers attending Peanut Butter and Jam (PB&J) music sessions showed improvement in observed behavior across 10 domains of measurement according to 90.5% of surveyed teachers and Providers.

• PB&J participants demonstrated improvement from fall to spring in six development and learning domains measured by the TS GOLD® preschool assessment.

Community Stakeholders Report Many Benefits to CPP Tuition Assistance and Provider Services • Providers from 92 preschools in the CPP Community Provider Network completed surveys.

• Respondents said that CPP TA allows children with the greatest need to enroll in high-quality preschool; reduces financial stress for parents and Providers; helps parents maintain employment; and provides funding for quality improvements, learning activities, and materials, among other positive impacts that are crucial to preparing children for success in kindergarten and beyond.

CPP Community Advisory Panel Provides Advice About Evaluation Activities • A diverse Community Evaluation Advisory Panel met monthly with representation from CPP TA and QI stakeholders. The panel included preschool Providers, teachers, parents, community consultants, and CPP’s Data and Evaluation Manager.

• Panel members shared feedback on the 2024 evaluation plan, survey items, measuring preschool progress, special education needs, learning through the arts, and other related topics.

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RECOMMENDATIONS AND NEXT STEPS INNOVATIONS proposes that CPP consider the following recommendations and opportunities to ensure that Cincinnati’s young children, families, teachers, and Providers have equitable access to quality preschool education and resources that meet their needs. Some of these suggestions can be implemented using existing resources, while others may require careful long-term planning, innovative financing approaches, and effective collaborations. Recommendations to continue providing the support, services, and funding offered to date are also important to ensure CPP’s impact on children, families, teachers, and Providers carries on and meaningful progress addressing the complex issues that programs and families face continues. All so Cincinnati can have a stronger future.

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Cincinnati Preschool Promise Should Continue to Increase Preschool and Provider Enrollment: CPP increases access to quality child care and education as more preschool children are enrolled in quality programs. This year, preschool enrollment exceeded Pre-COVID levels of enrollment. Enrollment of Providers in CPP is at its highest level compared to previous years of CPP programming. Data shows that the demand for quality care and education is increasing among community providers and centers.

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Increasing Preschool Attendance Improves Kindergarten Readiness and School Success: CPP TA participants demonstrate higher overall kindergarten readiness and language and literacy on the KRAR compared to Non-CPP children. CPP should continue to promote attendance in quality preschool.

Preschool attendance has been increasing over the past three years. Establishing regular school attendance behaviors in preschool also aids children’s academic success through structure and building positive habits that have lifelong benefits.

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Continue to Offer Positive Learning and Social Supports to Preschoolers: National trends show that early childhood is an important time to optimize children’s social-emotional health. Many preschoolers need social-emotional support and would benefit from additional programming, services, and individualized instruction. Continue partnering with local agencies for the physical health, mental health, social and behavioral services children, families, and programs need. This should also include special needs and early intervention supports.

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Continue to Support Preschool Teachers and Providers and Raise Awareness about the Benefits of Investing in Child Care and Education: CPP’s financial, quality improvement, resources, materials, and enrollment support have propelled the increase in access to high-quality preschool, teacher retention, and program sustainability. Continuing to provide this support to the approximately 1,300 teachers and staff employed by programs participating in CPP is crucial for maintaining the momentum of preparing children for school and contributing to the economy's success.

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Explore Opportunities to Streamline Information Sharing Across Local Early Education Agencies: Bring together local early education agencies to determine ways to streamline data collection from families and programs to reduce burden and duplication and improve data quality, access, and agency collaboration. Discuss the potential to create a multi-program consent form to support this process.

Consider specialized training and using common tools for measuring preschool progress.

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Maintain Focus on Systems-Level Factors, Evidence-Based Practices, and Policy Solutions that Drive Equitable and Sustainable Early Care and Education: It is important for CPP and early education partners to remain abreast of current research, data, and infrastructure that is needed to achieve equitable access to quality early care and education. Continue to use local and national policy strategies to leverage additional funding for community preschool programs that provide families with access to high-quality early care and education options that meet their needs.

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INTRODUCTION Cincinnati Preschool Promise (CPP) is possible thanks to a significant investment from Cincinnati taxpayers. In 2016 and again in 2020, taxpayers supported and approved a 5-year Cincinnati Public Schools (CPS) levy. The levy allocated $33 million per year to strengthen K-12 education and $15 million per year to expand access to quality preschool programs. Through a collaborative effort with the United Way of Greater Cincinnati, CPS, and other partners, CPP aims to expand the number of high-quality preschools, enhance educational opportunities, and provide essential tuition assistance to families with the greatest need (living at or below 300% of the federal poverty level). This investment not only strengthens the foundation of early education in Cincinnati but also supports families in accessing vital resources for their children's development.

MISSION AND VISION •

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

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The CPP vision is that preschool is an integral part of every child’s education, and it is equally important to the success of working families. With continuous access to top-rated education, beginning with high-quality preschools, the possibilities are endless. Kindergarten readiness and 3rd grade reading are short-term benefits of increased educational engagement, but in middle school, high school, and beyond, we can expect longterm benefits for our children as they excel in the workforce and thrive in their communities.

COMMITMENT TO EQUITY CPP is guided by its Equity Policy which establishes equity-focused internal structures, spending practices, policies, and procedures to meet organizational goals. In addition to adopting the equity initiatives defined by the CPS Board Policies 2255 and 6320, CPP strives to: •

Stabilize a skilled and qualified workforce, particularly in classrooms serving Cincinnati’s historically disadvantaged children

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Foster a highly-skilled preschool teaching workforce including support for historically disadvantaged teachers

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Develop programs to consider the impacts on the diversity of preschool educators, and maintain or expand it in any way possible

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Work with all Provider types (in-home, parochial, public, private, and non-profit centers). The collection of Providers should be geographically dispersed and culturally and linguistically relevant to the children in their care, including, but not limited to: o Students from non-English speaking backgrounds o Students who have experienced trauma and adverse conditions (ACES) o Students with special education needs o Students residing in quality gap neighborhoods o Ensure that work addresses inequities and provides options, including single-site, multi-site, and family child care Providers.

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PARENT, TEACHER, AND PROVIDER TESTIMONIALS A goal of CPP is that every family has a successful preschool experience, which is driven by CPP’s work to expand access to high-quality preschool education and supports for preschool Providers and teachers within the CPS district boundary. Through surveys and feedback opportunities, preschool parents, teachers, and Providers expressed how CPP has had a positive impact on their preschools and families.

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“We are so grateful to be partners with CPP! Preschool can sometimes be overlooked and it is so nice as a director to have so many resources and knowledgeable partners.” – Provider

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“CPP is extremely valuable to us as a school and to our students and families. Thank you!” – Teacher

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“My son gets to see a speech therapist and speech pathologist. They work with the teacher, so my son meets his goals. The teachers go above and beyond to make sure my son is communicating ok. The CPP Program is amazing.

My son has improved 50% with his words so far.” - Parent

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“I appreciate all that CPP has done to assist me in becoming and remaining a quality program! Thank you.” – Provider

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“CPP is a wonderful program for both providers and our families! I hope this program stays funded for years to come. It is a big help to my families that can't afford childcare or receive vouchers.” – Provider

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“The collective benefits from participating in the CPP Provider Network and receiving CPP support have created a positive, nurturing, and enriching environment for everyone involved. Our program has seen significant improvements in quality and service delivery, our teachers and staff are more skilled and motivated, and our families have greater access to high-quality early childhood education and support services. This program has been nothing but awesome!” – Provider • “CPP has helped me with coaching and buying supplies for my program. CPP helped my program go from an unrated program to a 5 star rated program.” – Provider • “Our program has benefited from participating in CPP by supporting the center with quality improvement, staffing wages, student academic success. CPP has helped with program growth and family involvement and family events for kindergarten readiness, with speakers to talk to parents about how they also can help get their children ready for a successful kindergarten transition.” – Provider

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“CPP Tuition Assistance has positively impacted my program, children, and families in so many ways.

CPP has helped me to pay my teachers a more competitive wage, purchase educational equipment, and have a music program that teaches through music and movement. They have helped the families with family engagement activities. I don't know if I could stay open without the support of CPP.” – Provider

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“CPP has been a tremendous help. I have a preschooler who has been diagnosed with a disability and CPP has provided the necessary funds to assist with learning materials as well as other devices that have assisted with this child's developmental needs that I otherwise would not have been able to purchase.” – Teacher

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KINDERGARTEN READINESS Children's development of fundamental academic and social skills are essential for their preparedness for kindergarten and success in school. Extensive research has demonstrated that children who participate in highquality preschool programs exhibit greater readiness for formal education compared to children who do not have access to such programs.1 Kindergarten readiness is closely associated with enhanced academic performance throughout elementary, middle, and high school. Children entering kindergarten with a readiness gap are likely to experience ongoing developmental challenges. Thus, an important step to ensuring that children are ready for kindergarten is to enroll them in a high-quality preschool.

MEASURE The Kindergarten Readiness Assessment Revised (KRA-R)2 was used to evaluate the impact of CPP tuition assistance (TA) participation (i.e., CPP community and CPS preschool participants receiving CPP TA) on kindergarten readiness against Non-CPP participants (a cohort of CPS kindergartners who did not attend a CPP TA Provider). The KRA-R measures academic readiness and literacy skills as well as Social Foundations (socioemotional development), Mathematics, and Physical Well-Being and Motor Development. The KRA-R 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-R composite score (overall KRA-R score) and the Language and Literacy subtest score. The composite scaled score on the KRA-R is determined by a kindergartener’s set of skills and behaviors across four subtests. The KRA-R measures readiness through performance levels: Emerging Readiness (Scores of 0-257), Approaching Readiness (Scores of 258-269), and Demonstrating Readiness (Scores at or above 270). A scaled score of 263 and above on the Language and Literacy subtest indicates that a kindergartener is On Track for literacy in 3rd 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.

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-R. Children formerly enrolled in CPP quality improvement (QI) programs were not included in the KRA-R analysis due to the sample of QI participants with parental consent and matching KRA-R scores being below the minimum reporting sample size of 10, as determined by CPS and FERPA guidelines. A total of 1,300 children who received CPP TA funding during the 2021-22 and/or 2022-23 school year met the age cutoff for the 2023-24 kindergarten cohort (child reached age five by September 30, 2023). Parental consent for 1,271 (97.8%) CPP TA participants was obtained for matching with CPS KRA-R scores, if a completed test was recorded. Twenty-three CPP TA participants matched to incomplete KRA-R tests. Preschoolers with missing or incomplete KRA-R scores were excluded from the analyses. Reasons a child would not match to a KRA-R 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 nonCPS students are not available at this time. A total of 760 CPP TA participants with consent completed the KRAR at a CPS kindergarten in 2023-24, an increase of 16.2% from the 654 preschoolers who matched to 2022-23 KRA-R scores. CPP TA participant KRA-R scores were compared to 2023-24 KRA-R scores of 1,651 Non-CPP participants.

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/files/UWGC_kindergarten-longitudinalevaluation-final-1-29-20.pdf 2

The 50 item Kindergarten Readiness Assessment (KRA) was used in Ohio from 2014-15 to 2019-20. The revised 27 item Kindergarten Readiness Assessment – Revised (KRA-R) has been used in Ohio since 2020-21. As of July 2024, the degree of concordance between the two assessments has not been reported by the Ohio Department of Education.

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SES QUARTILES: THE GEOCODING PROCESS Socioeconomic status (SES) characteristics were determined for all CPS kindergarteners who were administered the KRA-R in 2023-24, 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 (5th Ed.; Maloney & Auffrey, 2013). 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.

Figure 1 contains 759 geocoded CPP TA participants who attended preschool between 2021-22 and 2022-23 and completed the KRA-R in 2023-24 within CPS. One CPP TA participant was not plotted due to a lack of SES data. 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 2023-24 KRA-R Cohort by SES Quartile

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DEMOGRAPHICS The demographic characteristics of the 2023-24 KRA-R 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 (74.3%) compared to Non-CPP kindergartners (46.8%). Other differences were present between cohorts within White and Hispanic kindergarteners. The distribution of SES quartiles varied where 69.2% of CPP TA participants lived in low SES (SES 1 or SES 2) communities compared to 56.2% of Non-CPP kindergartners. CPP TA participants were comprised of fewer children from SES 4 communities (9.5%) than Non-CPP kindergartners (21.2%).

Table 1. Demographic Characteristics of KRA-R Cohort (2023-24)

Demographic Gender Race

SES Quartile

Group Female Male Black/African American White Hispanic Multi-Racial/Other SES 1 SES 2 SES 3 SES 4 SES Unknown

CPP TA Participants (N=760) 50.7% 49.3% 74.3% 9.5% 8.4% 7.8% 43.4% 25.8% 21.2% 9.5% 0.1%

Non-CPP Kindergarteners (N=1,651) 49.0% 51.0% 46.8% 30.0% 11.4% 11.7% 33.2% 23.0% 22.0% 21.2% 0.6%

OVERVIEW OF 2023-24 KRA-R PERFORMANCE KRA-R outcomes for 2023-24 kindergarteners are illustrated below in Figures 2 and 3. CPP TA (N = 760) participants outperformed Non-CPP (N = 1,651) kindergartners, where 62.6% of CPP TA participants were Approaching or Demonstrating readiness on the overall KRA-R in 2023-24 compared to 60.9% of Non-CPP kindergartners (Figure 2). Additionally, CPP TA participants exceeded the CPS district-wide result (61.4% 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 40.7% compared to 38.9% of Non-CPP kindergartners (Figure 3). Similarly, CPP TA participants were On Track for literacy at a higher rate than the CPS district (39.5% 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 268.4 (standard deviation (SD) = 21.4) for CPP TA participants and 268.9 (SD = 23.0) for Non-CPP kindergarteners (subtest range: 202-298 points).

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Figure 2. Overall KRA-R Performance Levels

by CPP TA Participation (2023-24)

Figure 3. Percentage On Track in Language and Literacy by CPP TA Participation (2023-24)

Figures 4-5 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-R compared to Non-CPP kindergarteners by 8.8 percentage points among Black/African American kindergarteners and 12.1 percentage points among Hispanic kindergarteners. The combined percentages of Approaching and Demonstrating readiness for Multi-Racial/Other kindergartners were very similar between groups, however, the CPP TA participants more frequently Demonstrated readiness by 2.6 percentage points when compared to Non-CPP kindergartners (Figure 4).

Figure 4. Overall KRA-R Performance Levels by Race and CPP TA Participation (2023-24)

Likewise, CPP TA participants were more frequently On Track on the KRA-R Language and Literacy subtest compared to Non-CPP kindergarteners by 12.0 percentage points among Black/African American kindergarteners and 3.0 percentage points among Hispanic kindergarteners. However, this relationship was not observed among Multi-Racial and White kindergartners (Figure 5).

Results were generally higher for White and Multi-Racial kindergarteners, though Non-CPP kindergartners scored higher than those in CPP TA in these cases. This relationship may be due in part to the overrepresentation of White and Multi-Racial/Other families below poverty in the CPP TA cohort compared to Non-CPP peers as a result of income eligibility requirements to receive CPP tuition assistance. In the city of Cincinnati, fewer White families with children 5 and under live in poverty (12.3%) compared to other races (e.g., 54.2% of Black/African American and 39.2% of Hispanic) according to 2022 American Community Survey (ACS) 5-year estimates.

Among Multi-Racial/Other families in the city, 32.2% of families with two or more races live in poverty, however, 10

it is more difficult to determine the factors contributing to these differences due to the variable race and cultural combinations found within Multi-Racial/Other families as a group.

Figure 5. Percentage On Track in Language and Literacy by Race and CPP TA Participation (2023-24)

Figures 6 and 7 display that CPP TA participation was linked to stronger KRA-R performance than no CPP participation, primarily within lower SES quartiles (SES 1-2). CPP TA participants who live in higher SES census tracts (most notably SES 4) did not exhibit the same relationship. SES 3 and 4 families tend to have higher income levels, whereas CPP TA participants come from families under 300% of the federal poverty level.

Therefore, CPP TA participants in SES 3 and 4 are likely to differ from their Non-CPP peers.

CPP TA participants were more frequently Approaching or Demonstrating readiness on the overall KRA-R compared to Non-CPP kindergarteners by 11.1 percentage points among SES 1 and 10.1 percentage points among SES 2 (Figure 6).

Figure 6. Overall KRA-R Performance Levels by SES and CPP TA Participation (2023-24)

Similarly, CPP TA participants were more frequently On Track on the KRA-R Language and Literacy subtest compared to Non-CPP kindergarteners by 13.8 percentage points among SES 1 and 15.2 percentage points among SES 2 (Figure 7).

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Figure 7. Percentage On Track in Language and Literacy by SES and CPP TA Participation (2023-24)

KRA-R 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-R at a higher percentage than Non-CPP kindergartners in SES 1-3 (Figure 8).

White kindergarteners with CPP TA participation also outperformed Non-CPP kindergarteners within SES 1-3, although the differences were minimal. Outcomes for Hispanic and Multi-Racial/Other kindergarteners were limited due to small sample sizes. Hispanic kindergarteners in SES 1 and 2 with CPP TA participation performed better than their Non-CPP peers. Multi-Racial/Other kindergarteners in SES 3 and 4 with CPP TA participation showed similar levels of readiness.

Figure 8. Overall KRA-R Performance Levels by Race, SES, and CPP TA Participation (2023-24)

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

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Figure 8 (Continued). Overall KRA-R Performance Levels by Race, SES, and CPP TA Participation (2023-24)

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

KRA-R Language and Literacy subtest outcomes closely mirrored those of the overall KRA-R. Black/African American kindergarteners with CPP TA participation were On Track in Language and Literacy at a greater frequency than their Non-CPP peers within SES 1-3 but not SES 4. (Figure 9). A higher percentage of White kindergarteners with CPP TA participation were On Track compared to Non-CPP participants within SES 1 and 2. Again, outcomes for Hispanic and Multi-Racial/Other kindergarteners were limited due to small sample sizes, showing similar relationships as reported above. For more data from the KRA-R analysis, see Appendix A-B.

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Figure 9. Percentage On Track in Language and Literacy by Race, SES, and CPP TA Participation (2023-24)

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

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LOGISTIC REGRESSION ANALYSIS Logistic regression analyses were used to predict KRA-R outcomes using gender, race, SES, and CPP TA participation. A sample of 2,400 CPS kindergarteners from the 2023-24 KRA-R 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-R (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 C for details about the KRA-R logistic regression models.

Results from the first model indicated that gender, race, SES, and CPP TA participation were all statistically significant predictors for Demonstrating readiness on the KRA-R. Most notably, CPP TA participation increased the odds of Demonstrating readiness by 30.5% when statistically controlling for the other predictors. The second model yielded similar results. Gender, race, SES, 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 53.8% when statistically controlling for the other predictors.

The logistic models showed that race is a strong predictor of KRA-R performance (Table 2). Controlling for other predictors, the odds of White kindergarteners Demonstrating readiness were 193.9% higher than Black/African American kindergarteners, 1,431.9% higher than Hispanic kindergarteners, and 74.7% higher than Multiracial/Other kindergarteners. Likewise, the odds of White kindergarteners being On Track in Language and Literacy were 136.4% higher than Black/African American kindergarteners, 1,043.3% higher than Hispanic kindergarteners, and 66.0% higher than Multi-racial/Other kindergarteners. The odds of Black/African American kindergarteners Demonstrating readiness and being On Track in Language and Literacy were 421.2% higher and 383.7% higher than Hispanic kindergarteners, respectively. Lastly, the odds of Multi-racial/Other kindergarteners Demonstrating readiness were 776.8% higher than Hispanic kindergarteners and 68.2% higher than Black/African American kindergarteners, while their odds of being On Track were 588.8% higher than Hispanic kindergarteners and 42.4% higher than Black/African American kindergarteners.

Table 2. Percentage Difference in Odds of Demonstrating Readiness on the KRA-R and Being On Track in Language and Literacy: Comparisons by Race (2023-24)

Calculation Odds for White Kindergarteners Odds for Black/African American Kindergarteners Odds for Hispanic Kindergarteners Odds for Multiracial/Other Kindergarteners

% Difference in Odds of Demonstrating Readiness 193.9% higher than 1431.9% higher than 74.7% higher than

% Difference in Odds of being On Track in Language and Literacy 136.4% higher than 1043.3% higher than 66.0% higher than

Comparison Black/African American Hispanic Multi-Racial/Other

66.0% lower than 421.2% higher than 40.6% lower than 80.8% lower than 93.5% lower than 88.6% lower than 68.2% higher than 42.8% lower than 776.8% higher than

57.7% lower than 383.7% higher than 29.8% lower than 79.3% lower than 91.3% lower than 85.5% lower than 42.4% higher than 39.8% lower than 588.8% higher than

White Hispanic Multi-Racial/Other Black/African American White Multi-Racial/Other Black/African American White Hispanic

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 54.1% higher than SES 3, 112.7% higher than SES 2, and 197.1% higher than SES 1. Additionally, the odds of an SES 4 kindergartener being On Track were 95.9% higher than SES 3, 209.4% higher than SES 2, and 281.8% higher than SES 1 when controlling for other predictors.

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Table 3. Percentage Difference in Odds of Demonstrating Readiness on the KRA-R and Being On Track in Language and Literacy: Comparisons by SES (2023-24)

Calculation Odds for SES 1 Kindergarteners Odds for SES 2 Kindergarteners Odds for SES 3 Kindergarteners Odds for SES 4 Kindergarteners

% Difference in Odds of Demonstrating Readiness 28.4% lower than 48.1% lower than 66.3% lower than 39.7% higher than 27.5% lower than 53.0% lower than 92.8% higher than 38.0% higher than 35.1% lower than 197.1% higher than 112.7% higher than 54.1% higher than

% Difference in Odds of Being On Track in Language and Literacy 19.0% lower than 48.7% lower than 73.8% lower than 23.4% higher than 36.7% lower than 67.7% lower than 94.9% higher than 57.9% higher than 49.0% lower than 281.8% higher than 209.4% higher than 95.9% higher than

Comparison SES 2 SES 3 SES 4 SES 1 SES 3 SES 4 SES 1 SES 2 SES 4 SES 1 SES 2 SES 3

MOBILITY ANALYSIS CPP TA participants were examined within the context of residential mobility, which can affect social and educational outcomes. Residential address data collected for participants during preschool (between 2021-22 and 2022-23) and at the time of their KRA-R assessment (2023-24) were used to determine the number of CPP TA participants who experienced mobility (i.e., changed residential address at least once) within this timeframe.

Of the 760 CPP TA participants in the 2023-24 KRA-R cohort, 199 (26.2%) experienced mobility, 17 of which changed their residential address twice during that time. Mobility rates differed by race with Black/African American participants having the highest mobility (28.3%), followed by Multi-Racial/Other (27.1%), Hispanic (21.9%), and White (12.5%).

KRA-R outcomes shown in Figures 10 and 11 indicate the impact of mobility on academic performance upon entering kindergarten. The differences in overall KRA-R performance between participants with no mobility (N = 561) and those with mobility (N = 199) were highlighted in the frequencies for Demonstrating readiness. Nonmobile participants scored within the Demonstrating level at a frequency of 29.1% compared to 20.6% of mobile participants (Figure 10). Similarly, non-mobile participants were On Track for literacy at a rate of 42.6% compared to 35.2% of mobile participants (Figure 11).

Figure 10. Overall KRA-R Performance Levels

by CPP TA Participant Mobility (2023-24)

Figure 11. Percentage On Track in Language and Literacy by CPP TA Participant Mobility (2023-24)

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PRESCHOOLER PROGRESS Evidence of the progress that preschoolers enrolled in CPP are making can be observed during their preschool education. 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. INNOVATIONS examined the overall pre- (fall) and post-assessment (spring) scores of CPP preschoolers assessed.

TS GOLD® is a formative assessment administered multiple times per year through which teachers document observations of a preschooler’s developmental level and growth along multiple domains of learning. This assessment was selected due to its common administration to TA preschoolers attending CPS and Community Providers with Head Start funding. TS GOLD® documents a preschooler’s development as Below, Meeting, or Exceeding expectations along six domains: Social-Emotional, Physical, Language, Cognitive, Literacy, and Mathematics.

Deidentified TS GOLD® scores were acquired for 2023-24 preschoolers. The cohort included preschoolers who attended select CPP community preschools or CPS preschools. TS GOLD® results were summarized by domain (Social-Emotional, Physical, Math, Language and Literacy). Preschool progress was defined as when a preschooler maintained or exceeded expectations on TS GOLD® subtest(s) within the domain or improved on the TS GOLD® from fall to spring. Measures of preschool progress are summarized below: PRESCHOOL ASSESSMENT SCORES FOR 2023-24 Deidentified preschool assessment data were obtained from 41 CPP TA Providers representing 76 classrooms throughout the CPS footprint. As seen in Figure 12, preschoolers (N = 963) from CPP participating preschools showed universal improvement across all TS GOLD® domains from the fall 2023 to spring 2024. Mathematics had the lowest percentage of preschoolers meeting or exceeding expectations at baseline. Thus, Mathematics showed the largest amount of growth from fall to spring with an increase of 32.4 percentage points, followed by Literacy with an increase of 31.8 percentage points.

Figure 12. Percent of Preschoolers Meeting or Exceeding Expectations TS GOLD® - Fall to Spring 2023-24

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ACADEMIC PROGRESS IN GRADES 1-3 PRELIMINARY GRADE 3 FOLLOW-UP ANALYSIS (2021-22) There has been increasing interest in long-term outcomes that extend beyond preschool and kindergarten for students who received CPP TA. In 2021-22, members of the first CPP TA cohort reached 3rd grade. These individuals were enrolled in 4-year-old preschool in 2017-18. During year 6 of the CPP evaluation (FY23), a preliminary analysis was conducted to follow up on the progress of this cohort.

An eligible cohort of 501 CPP TA participants with parental Figure 13. Grade 3 NGA ELA for CPP TA consent were matched to 442 CPS records. Of these, 273 were Compared to 2021-22 CPS District Results accompanied by NGA (Next Generation Assessments) English Language Arts (ELA) scores. Results for the CPP TA participants were compared to those of the CPS District, as 2 .7 31.

35.5 reported on their Ohio Department of Education (ODE) 2021-22 3 report card (Figure 13). Note that the districtwide data does not Limited 23.

23.4 exclude the CPP TA participants. It was found that 46.5% of Basic 25.0 CPP participants were proficient or higher in ELA and at a higher Proficient 20.1 16.1 Accomplished frequency compared to the 44.7% of the CPS district and 39.5% 16.7 Advanced 14.5 of CPS economic disadvantaged students. The phrase 17.

13.5 “economic disadvantaged” is used by ODE to describe students 14.1 .4 .4 in poverty and thus is used here to describe related data from CPP TA CPS District CPS Economic ODE. Given that CPP primarily serves children from families of Disadvantaged lower socioeconomic status, results for students flagged as economic disadvantaged by the state may better represent the Does not exclude CPP TA participants. target population. Therefore, this analysis indicated that the first cohort (2017-18) of CPP TA participants to reach 3rd grade showed promising results, exceeding the districtwide proficiency rate, as well as that of economically disadvantaged students.

GRADE 1-3 FOLLOW-UP ANALYSIS (2022-23) During year 7 of the CPP evaluation (FY24), an additional follow-up analysis was conducted to further explore long-term outcomes for CPP TA participants. This time, former CPP TA participant records were matched to the records of 1st, 2nd, and 3rd graders attending CPS elementary schools in 2022-23. This analysis uses districtwide, aggregate results for 3rd graders as a comparison. It lags a year because district comparison scores aren’t made publicly available until fall of the following year. Scores for 1st and 2nd graders are compared to the national norms of the assessment administered.

A cohort of 2,883 former CPP TA participants with parental consent were sent to CPS to determine linkages. In total, 1,715 (59.5%) were matched to CPS school records for grades 1-3. Of these, 636 were 1st graders, 673 were 2nd graders, and 406 were 3rd graders. Of the matches, 1,540 (89.8%) were CPP TA participants that have previously been linked to kindergarten enrollment records in previous evaluation years. The remaining 175 (10.2%) did not attend a CPS kindergarten but entered the CPS district sometime between grades 1 and 3.

Standardized test scores were used to evaluate the progress of the CPP TA cohort for grades 1-3. Of the 1,715 CPP TA participants matched to CPS school records, 1,047 had an associated ELA or Reading standardized test score. For grades 1 and 2, NWEA (Northwest Evaluation Association) MAP (Measures of Academic Progress) Reading scores administered during the fall and spring were used to evaluate performance. NGA ELA (N = 386) and Math (N = 372) scores were used to evaluate 3rd graders, in addition to NWEA MAP Reading scores, where available.

3

CPS District report cards retrieved from Ohio Department of Education (ODE) https://reportcard.education.ohio.gov.

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Standardized Test Results: NGA (Grade 3) The following NGA results represent CPP TA participants who were in 3rd grade in 2022-23 and attended a CPP TA Provider sometime between 2017-18 and 2018-19. This cohort was enrolled in 1st grade at the height of the pandemic. The CPP TA cohort’s test scores were compared to the CPS overall district performance for CPS 3rd graders in 2022-23. Additional comparisons were made to disaggregated CPS results for the economic disadvantaged. This comparison uses aggregate data from CPS’ ODE report card for 2022-23 and does not exclude CPP TA participants from the calculation.

Figure 14. Grade 3 NGA ELA for CPP TA Compared to 2022-23 CPS District Results

Figure 15. Grade 3 NGA Math for CPP TA Compared to 2022-23 CPS District Results

Does not exclude CPP TA participants.

Does not exclude CPP TA participants.

Of the matched CPP TA cohort of 3rd graders with NGA ELA (N = 386), 42.7% scored proficient or higher on their NGA ELA (Figure 14). That compares to 47.5% of the CPS district and 41.6% of CPS economic disadvantaged. For NGA Math, 43.8% of CPP TA participants (N = 372) scored proficient or higher compared to 45.4% of the CPS district and 39.8% of CPS economic disadvantaged (Figure 15). The performance of 2022-23 3rd graders with a history of CPP TA enrollment was below the districtwide results but exceeded those among the economic disadvantaged. Of note, in both ELA and Math, the percentage of students in the lowest performance level (Limited) was the smallest among the CPP TA cohort.

Standardized Test Results: NWEA MAP (Grades 1-3) NWEA MAP Growth is a nationally normed standardized test that measures K-12 students’ academic progress at multiple points during the school year. In this report, MAP Reading assessments taken during the fall and spring of 2022-23 were analyzed for CPP TA participants enrolled in grades 1-3. MAP Growth assessment scores were converted to percentiles and z-scores using the 2020 national norms.4 Scores for grades 2 and 3 were also converted to Ohio performance level categories (Limited, Basic, Proficient, Accelerated, Advanced) using the 2023 Ohio linking study.5 Figure 16 indicates the proportion of CPP TA participants in each of the five MAP percentile groupings (or quintiles) in fall and spring. The quintiles are divided into Low (percentiles 1-20), Low Average (percentiles 2140), Average (41-60), High Average (61-80), and High (81-99). The percentiles represent how students performed compared to their peers across the nation. CPP TA participants in grades 2 and 3 showed clear growth from fall to spring. The percentage of participants in the top three quintiles (Average to High) increased from 42.3% to 58.8% among 3rd graders and 35.5% to 46.6% among 2nd graders. The growth was also evident when looked at in the context of the decline in the percentage of CPP TA participants in the Low (1-20) quintile.

The amount of 3rd graders in the bottom quintile decreased from 39.0% to 22.0%, while 2nd graders declined from 47.8% to 37.0%. Grade 1 shows less growth, but higher performance overall. The majority of 1st graders maintained scores in the top three quintiles in fall (60.4%) and spring (62.0%). Also, the percentage of participants in the Low quintile was much less when compared to 2nd and 3rd graders.

MAP Growth 2020 national norms study, Thum & Khufeld (2020): https://teach.mapnwea.org/impl/normsResearchStudy.pdf MAP Growth 2023 linking study for Ohio school district standards: https://www.nwea.org/uploads/OH-EOG-MAP-Growth-Linking-Study-Report-202307-05.pdf 4 5

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Figure 16. MAP Reading for CPP TA in Grades 1-3: Fall to Spring Quintiles 2022-23 Grade 3

Grade 2

Grade 1

20.1%

18.5%

19.4%

19.4%

23.5%

26.6%

16.4%

21.9%

14.4%

15.0%

Fall and Spring Quintiles

22.0% 37.0%

39.0%

47.8%

19.2% 18.7%

23.1%

Low (1-20)

LoAvg (21-40)

LoAvg (21-40)

Avg (41-60)

16.4%

24.2%

High (81-99)

Avg (41-60)

16.7%

16.7%

HiAvg (61-80)

14.3% 16.5%

Low (1-20)

10.9% 12.3%

11.5%

12.3%

13.5%

MAP Fall

MAP Spring

MAP Fall

MAP Spring

LoAvg (21-40)

HiAvg (61-80) High (81-99)

11.5%

Low (1-20) Avg (41-60) HiAvg (61-80)

MAP Fall

High (81-99)

21.0% MAP Spring

Figure 17 contains box and whisker plots that illustrate the distribution of CPP TA participants’ z-scores, which indicate how many standard deviations (SDs) their MAP Reading score was from the normed average. Standard deviations measure the average amount of variability around the mean. Most test takers should fall within 1 SD of the mean (between -1 and 1). These findings mirror those of Figure 16 in that there was more growth from fall to spring among 2nd and 3rd graders toward the normed average (0 on the Y-axis). Scores for 1st graders were similarly centered around the normed average in both fall and spring. Additionally, all three grades scored relatively close to the norm by spring. However, 2nd graders had a lower median z-score in the spring (z = -0.36) than those of 1st (z = -0.03) and 3rd graders (z = 0.07).

Figure 17: MAP Reading for CPP TA in Grades 1-3: National Norm Comparisons 2022-23 Grade 3

Grade 2

Grade 1

Note. A box and whisker plot illustrates the range of scores within the sample, where the box indicates the central 50% of the distribution of scores. The line at the center of the box indicates the median SD, while the “X” indicates the mean. The ends of the box indicate the lower and upper quartiles of the distribution. The lines extending from the plot (whiskers) spread to the minimum and maximum values in the distribution, excluding the outliers shown as points on the plot.

Figure 18 shows MAP scores for 2nd and 3rd graders that have been converted to Ohio performance level categories using the 2023 Ohio linking study. Note that the linking study does not provide cut scores to convert MAP scores administered to 1st graders and are therefore excluded from this analysis.

These results show that the percentage of CPP TA participants proficient or higher in reading increased from 34.6% in the fall to 51.7% in the spring among 3rd graders. Second graders increased proficiency from 28.8% to 41.3%. The outcomes of this analysis echo those of Figure 16, displaying growth among both 2nd and 3rd graders, but with weaker performance overall among the former.

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Figure 18. MAP Reading for CPP TA in Grades 2-3: Ohio Performance Levels 2022-23 Grade 3

Grade 2

23.1% 33.7%

52.2%

56.6% 25.3%

Limited

Limited Basic

24.9%

13.2% 17.6%

18.7%

Accelerated

14.7%

Advanced 23.1%

14.7%

8.8%

9.9%

7.6% 6.5%

MAP Fall

MAP Spring

MAP Fall

8.2%

Basic Proficient

Proficient

Accelerated 18.8%

Advanced

15.2%

7.3% MAP Spring

Note. MAP Reading scores converted to Ohio performance level categories using NWEA MAP Growth 2023 linking study. Score conversions unavailable below grade 2.

Summary Follow-up results for grades 1-3 were variable for the CPP TA participants linked to 2022-23 CPS test scores.

Third grade NGA results showed that CPP TA participants were proficient or higher at a rate below the district rate (4.8 and 1.6 percentage points below district ELA and math, respectively), but above that of economic disadvantaged students (1.1 and 4.0 percentage points above CPS economic disadvantaged ELA and Math).

NWEA MAP Reading results for 2nd and 3rd graders revealed measurable growth from fall to spring, where CPP TA participant scores were positioned closer to the national norm by the end of the year. However, the median z-score was lower in the spring for 2nd graders (z = -0.36) than 3rd graders (z = -0.07), exhibiting greater distance (in terms of standard deviations) from the national norm. Also, 1st graders linked to NWEA MAP Reading showed less growth but maintained higher performance on the test overall compared to grades 2-3.

Reasons for the weaker performance among 2nd graders and the strong performance among 1st graders are not clear from the current data. Capturing follow-up data for multiple grade-levels provides an opportunity to follow the 2022-23 1st and 2nd graders into 2023-24 to reevaluate their growth and proficiency. These phenomena can continue to be explored in successive evaluation years to identify patterns.

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REACH AND ACCESS According to American Community Survey (ACS) 2022 five-year estimates, there are 20,256 children under 5years-old in Cincinnati, and 7,455 are 3- to 4-year-olds. Among the population of children under 6-years of age, 39.9% are living below poverty (below 100 percent of the FPL). This was extrapolated to younger populations for an estimate of 2,973 3- to 4-year-olds living below poverty (below 100% FPL). Further extrapolations estimate that 1,375 3- to 4-year-olds are within 100 and 199% of the FPL, 898 are within 200 and 299% of the FPL, and the remaining 2,209 are at or above 300% of the FPL. In 2023-24, CPP community-based TA Providers served 1,087 (20.7%) of the 3- to 4-year-old population living below 300% of the FPL (N = 5,246). Together, Community and CPS Public TA Providers served 40.0% (n = 2,077 unduplicated students) of the 3- to 4-year-old population living below the 300% FPL in Cincinnati. Note that this does not include participants enrolled at CPP QI Providers. See Appendix H for additional reach and access calculations showing that the CPP Community Provider Network, including CPP TA and QI Providers but excluding CPS Public TA Providers, was serving 54.3% of preschool-age children in the CPS District boundary as of June 2024, not accounting for FPL and socioeconomic risk factors.

QUALITY GAP NEIGHBORHOODS Quality gap neighborhoods are defined as areas high in socioeconomic risk factors and low in supply of highquality (3-5 star-rated) preschool seat capacity relative to their preschool-aged population (3-4 year olds).

Evaluation reports prior to 2022-23 utilized quality gap neighborhoods as defined in a report on high-quality preschool access by RAND in 2016.6 As of December 2022, a new analysis was conducted to revise the quality gap neighborhood distinctions using more recent highquality seat supply and risk statistics to adjust for the community changes that have occurred since the introduction of CPP. High-quality preschool locations and Step Up to Quality (SUTQ) star ratings7 were obtained from 4C for Children, the Southwest Ohio region’s state-designated Child Care Resource and Referral Agency, for all Providers within the CPS service area footprint. High-quality seat capacity was estimated for center-based programs using a combination of data sources including CPP, CPS, and ODJFS Inspection Reports. Licensed capacity was used for family child care Providers (Type A and B) and if no other data sources were available for center-based Providers.

Provider and seat counts were calculated as of December 2022. These are subject to variation over time as Providers experience changes in star-ratings, enrollment, staff, and seat capacity.

To classify the Seat Supply for each neighborhood, preschool-aged population and high-quality seat estimates were used to calculate seat deficits and seat-tochild ratios. Cincinnati neighborhoods were flagged as

HIGH QUALITY (3-5 STAR 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 City-Wide Rate (3 Seats per 5 Children) Note. Population sizes of 3-4 year olds estimated using American Community Survey (ACS) 2021 5-Year Estimates. High-quality (3-5 star) seat capacity was estimated using multiple sources, including Cincinnati Preschool Promise, Cincinnati Public Schools, ODJFS Inspection Reports, and licensed capacity.

NEIGHBORHOOD RISK INDICATORS 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

6 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 7 A new, three-tier SUTQ rating system went into effect after the 2023-24 program year. High-quality programs remain highly rated under the new quality rating system.

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having Low Supply if the seat capacity deficit was greater than 100 seats, or if the seat-to-child ratio was less than the city-wide average of 0.6, which is equivalent to three high-quality seats for every five children of preschool age.

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. Thus, neighborhoods that were At Risk (having two or more flagged risk indicators) and Low Supply (having a seat capacity deficit greater than 100 seats, or a seat-to-child ratio less than the city-wide average) met the criteria to be classified as Quality Gap. Note that 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 having a lack of need of resources. For example, At Risk neighborhoods with at or above average seat supply are indicative of areas moving in the right direction, but these areas must still be monitored due to the risk factors affecting its population.

The results of the December 2022 Quality Gap analysis can be seen in Figure 19. Quality Gap neighborhoods (At Risk/Low Supply) are shown in dark orange. Classifications are given to the other neighborhoods for additional context. Dark blue neighborhoods, for instance, are Low Risk/Low Supply. Like the Quality Gap neighborhoods, they have a low supply of high-quality seat capacity in relation to their preschool-aged population.

However, the data indicate that they are ranked low on the five risk indicators. Efforts to expand the high-quality preschool Provider network in these areas are still necessary but should not prioritized above Quality Gap neighborhoods where the need for quality education is greater. Additionally, the map displays that several neighborhoods were not classified due to insufficient data.

Figure 19. Quality Gap Neighborhoods of Cincinnati as of December 2022

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As shown below, CPP Providers are located throughout the Cincinnati area with representation in quality gap neighborhoods. As of June 30, 2024, there were 221 Providers in the CPP community-based network representing a capacity of 4,181 quality and high-quality seats (Figure 20), which is an increase of 246 seats from the previous year. Furthermore, there were total of 96 Providers in quality gap neighborhoods representing a capacity of 1,861 quality and high-quality seats (Table 4). In 2023-24, additional data were acquired to provide an estimate of actual preschool enrollment (filled seats). These data were acquired from their most recent Ohio Department of Job and Family Services (ODFJS) preschool Provider inspection report. They indicated that 2,313 preschoolers were enrolled at CPP community-based Providers and 1,012 of which were enrolled at Providers located in quality gap neighborhoods.

Table 4. Total CPP Providers and Seat Capacity (2023-24)

Funding Type

All CPP Community-Based Providers Program Total Number of Seat Preschool Providers Capacity2 Enrollment3

Providers in Quality Gap Neighborhood1 Program Total Number of Seat Preschool Providers Capacity2 Enrollment3

QI

74*

1,219

517

33

553

226

TA

147

2,962

1,796

63

1,328

786

Total

221

4,181

2,313

96

1,861

1,012

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 based on annual ODJFS inspection reports.

Figure 20. CPP Tuition Assistance (TA) and Quality Improvement (QI) Preschools in 2023-24

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TUITION ASSISTANCE AND ENROLLMENT 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 Tuition Assistance (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 2023-24 (Figure 21). The number of approved CPP TA Providers in 2023-24 (147) increased by 10 since 2022-23 (137).

Figure 21. Number of Approved CPP TA Providers per Year

PRESCHOOLERS RECEIVING TUITION ASSISTANCE The number of preschoolers enrolled receiving CPP TA reimbursements increased from 2022-23 to 2023-24 by 17.3% (Figure 22). A total of 1,087 (492 3-year-olds and 595 4-year-olds) preschoolers received CPP TA in 2023-24. After experiencing set-backs due to COVID-19 during the 2019-20 and 2020-21 school years, enrollment has since rebounded, showing its highest enrollment total to date (1,087) in 2023-24. See Appendix I for CPP TA preschooler enrollment rate by month.

Figure 22. Number of Preschoolers Enrolled in CPP 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.

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PRESCHOOLER DEMOGRAPHICS Preschoolers enrolled in TA preschools were 51.8% female, mostly African American/Black (69.1%), and typically live in homes where English is the primary language (82.4% of 992 with primary language data). The majority (94.8%) of preschool children reside in a permanent residence and many (68.0%) have a total of 4 or fewer household members. A group of preschoolers had their income requirement waived (30.0%). A preschooler may have their income requirement waived if they have already met the income requirements for ODE (requiring 200% FPL or below), Publicly Funded Child Care (requiring 142% FPL or below), or Head Start (requiring 185% FPL or below). Of the 761 that did not have their income requirement waived, 59.1% were from households with an income that is less than 100% of the FPL (Table 5). FPL income charts and additional demographic data for prior years can be viewed in Appendix D. Table 5. Demographics of Preschoolers Enrolled in CPP TA Preschools for 2022-23 Demographic Gender

Race

Primary Language

Housing Status

Household Size

Eligibility Tier

Group Female Male Gender Unknown African American/Black White Hispanic American Indian/Alaskan Native Asian or Pacific Islander Other Race Unknown English Spanish French Other Language Unknown Lives in a Permanent Residence Foster Care Homeless Other Housing Status Unknown 2 Residents 3 Residents 4 Residents 5 Residents More than 5 in Household Household size Unknown <100 100-130 131-200 201-250 251-300 Income Requirement Waived*

Count 554 516 17 744 63 174 11 5 79 11 817 146 3 26 95 1025 5 9 42 6 194 286 259 164 183 1 450 93 157 46 15 326

Percent 51.0% 47.5% 1.6% 68.4% 5.8% 16.0% 1.0% 0.5% 7.3% 1.0% 75.2% 13.4% 0.3% 2.4% 8.7% 94.3% 0.5% 0.8% 3.9% 0.6% 17.8% 26.3% 23.8% 15.1% 16.8% 0.1% 41.4% 8.6% 14.4% 4.2% 1.4% 30.0%

Valid Percent 51.8% 48.2% 69.1% 5.9% 16.2% 1.0% 0.5% 7.3% 82.4% 14.7% 0.3% 2.6% 94.8% 0.5% 0.8% 3.9% 17.9% 26.3% 23.8% 15.1% 16.9% 59.1% 12.2% 20.6% 6.0% 2.0%

* 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).

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Figure 23 displays geocoded tuition assisted community-based preschoolers in 2023-24, color-coded by SES quartile. Of the 1,087 CPP TA participants in the 2023-24 cohort, 20 did not have SES data available and were not geocoded. Among the geocoded cohort 44.1% were SES 1, 29.6% were SES 2, 18.7% were SES 3, and 7.6% were SES 4.

Figure 23. Geocoded CPP Community-Based TA Preschoolers by SES Quartile 2023-24

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APPLICATIONS FOR TUITION ASSISTANCE In 2023-24, CPP received a total of 1,504 preschool applications for TA and approved 76.4% (1,149) of them (Figure 24). The reasons for application denial are presented in Figure 25. The primary reasons for denial in 2023-24 were due to the child being too young for enrollment (37.2%) or their address not being located in the district (40.1%).

Figure 24. Number of Approved CPP TA Applications per Year

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

Figure 25. Reason for Denied CPP TA Applications per Year

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

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PRESCHOOLER ATTENDANCE RATES The average attendance rate (total days attended/total days scheduled) for 2023-24 CPP TA preschoolers was 88.4%. CPP TA preschoolers’ attendance rate by month is reported in Appendix I. Figure 26 indicates that attendance rates have gradually increased since 2021-22. Note that 2019-20 attendance has been adjusted from previous editions of this report. The adjusted rate excludes attendance records from April-May 2020 due to monthly scheduled days continuing to be recorded in the database after the COVID-19 shutdown took place.

Removing these two months provides a more accurate depiction of the attendance rates for 2019-20, prior to the onset of the pandemic.

Figure 26. CPP 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.

TUITION ASSISTANCE SPENDING The total amount of TA reimbursed to Providers in 2023-24 was $6.53 million (Figure 27). The average annual TA reimbursement per preschooler was $4,762 (Figure 28) and the average monthly TA reimbursement per preschooler was $652 (Figure 29). CPP TA funds are administered after other public funding sources through a collaborative funding model.

Figure 27. Total Annual TA Dollars

Figure 2 . Average Annual TA Dollars (per Preschooler)

Figure 2 . Average Monthly TA Dollars (per Preschooler)

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GEOGRAPHY AND REACH CPP TA Providers are located throughout the Cincinnati area with representation in quality gap areas. There were 137 CPP TA Provider locations in 2022-23 and 147 in 2023-24, an increase of 10 CPP TA Providers (Table 6). The TA Providers represent a capacity of 2,962 high-quality seats, according to data submitted by TA Providers on their most recent CPP application. There are 63 TA Providers in quality gap areas representing a capacity of 1,332 high-quality seats (Figure 30). Additional data acquired from their most recent ODJFS preschool inspection reports and 4C for Children indicated that 1,796 preschoolers were enrolled at TA Providers and 786 of which were in quality gap neighborhoods.

Program Year TA Providers as of 2017-18 TA Providers as of 2018-19

Table 6. CPP TA Providers and Seat Capacity TA Providers in Net Number of TA Quality Gap Difference in Providers1 Neighborhoods TA Providers 40 16 -

TA Provider Seat Capacity2 -

57

26

+17

-

TA Providers as of 2019-20

83

42

+26

3,317

TA Providers as of 2020-21

114

63

+31

2,931

TA Providers as of 2021-22

139

76

+25

3,011

TA Providers as of 2022-23

137

64*

-2

2,845

TA Providers as of 2023-24

147

63*

+10

2,962

1 Total number includes QI Providers that converted to TA. 2 The methodology for collecting and calculating seat capacity has evolved over time. The change in quality and high-

quality seat capacity has decreased since 2019-20, as expected due, in part, to COVID-19 capacity restrictions and ongoing challenges with recovery. Seat capacity data were not collected 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 30. CPP Tuition Assistance (TA) Providers Active in 2023-24

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QUALITY IMPROVEMENT CPP Quality Improvement (QI) Providers receive tangible support such as learning materials, outdoor playground and gross motor equipment, curriculum and technology kits, child and program assessments, and professional development and coaching to improve quality and increase high-quality preschool seat capacity in the CPP Community Provider Network. QI Providers are either unrated or have a 1- or 2-star SUTQ rating.

QUALITY IMPROVEMENT PROVIDER NETWORK CPP’s Community Provider Network included 88 Active QI Providers during the 2023-24 academic year (Figure 31). The QI Provider Network increased by 13 Providers from 2022-23.

Figure 31. Number of CPP QI Providers Active per Year

QUALITY IMPROVEMENT TO TUITION ASSISTANCE CONVERSIONS CPP QI Providers can be converted to a TA Provider upon earning a 3-, 4-, or 5-star SUTQ rating. QI Providers who are still working to reach a high-quality star rating are described as non-converted for the purpose of the following analysis. QI Providers currently participating in CPP are described as Active while Providers who were Active in a prior school year and left the network for unknown reasons but later returned are described as Inactive.

During fiscal year 2023-24, CPP converted a total of 20 Providers from QI preschools to TA preschools (Figure 32). Among the converted, 14 were Active QI Providers during the fiscal year and 6 were Inactive QI Providers from a prior fiscal year that returned as a TA approved Provider.

Figure 32. 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, 122 QI Providers have converted to TA Providers. Names of converted Providers are listed in Appendix E.

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GEOGRAPHY AND REACH CPP QI Providers are located throughout the Cincinnati area with representation in quality gap neighborhoods.

Figure 33 illustrates the 88 QI Providers in 2023-24, including those that converted to TA Providers during the school year. As of June 30, 2024, there were 33 non-converted QI Providers in quality gap neighborhoods (Table 7). Data acquired from their most recent ODJFS preschool inspection reports and 4C for Children indicated that 517 preschoolers were enrolled at QI Providers and 226 of which were in quality gap neighborhoods.

Table 7. CPP QI Providers Program Year

Total Number of QI Providers1

Active QI Converted to TA

Inactive QI Converted to TA2

Non-Converted QI Providers in Quality Gap Neighborhoods3

2017-18

26

-

-

13

2018-19

106

8

2

53

2019-20

135

22

3

60

2020-21

119

30

3

45

2021-22

87

14

9

33

2022-23

75

8

4

12*

2023-24

88

14

6

33*

1Total number includes QI Providers that converted to TA. 2Not shown in map below (Figure 33).

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 33. CPP Quality Improvement (QI) Providers and Tuition Assistance (TA) Conversions in 2023-24

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TEACHER AND PROVIDER SUPPORTS TEACHER PROMISE GRANT CPP provides Teacher Promise Grants (TPG) of up to $4,000 directly to individual preschool teachers at TA community-based preschools as a method to supplement teacher wages and support retention and recruitment.

Of the 52 Lead Preschool Teachers (14 new and 38 continuing recipients) receiving TPG in 2023-24, 51 recipients completed 12 months of service – a retention rate of 98.1%. The retention rate for this program increased by 3.1 percentage points since 2022-23.

STAFF SUPPORT FUND CPP awards Staff Support Funds (SSF) to preschools of up to $3,000 per Assistance and Lead Preschool Teacher. Funds can support staff wages, health benefits, post-secondary education, and professional credentials. CPP supported teachers at 26 QI preschools in 2023-24.

Providers supported by TPG and SSF were surveyed to provide insights about the impact of the grants on teachers, staff, and their programs. Survey respondents expressed that the funding provides financial relief and has had a positive impact on teachers while enhancing the quality of education and care provided to children.

The grants play a crucial role in supporting teacher retention, higher wages, work-life balance, and professional development. The grants’ impact extends beyond teachers and wages and supports program sustainability.

Some Providers, such as Family Childcare Providers who are both the operators and Lead Preschool Teachers for their programs, use the funds that contribute to their salary to make facility improvements and purchase essential materials and educational resources that contribute to a higher-quality learning environment.

EXTENDED LEARNING SESSION CPP offered an Extended Learning Session (ELS) for preschoolers who were enrolled and actively attending a CPP TA Provider during the 2022-23 academic year to continue supporting the preschoolers’ education in preparation for kindergarten. Preschoolers who were not enrolled and actively attending a CPP TA Provider during the 2022-23 academic year were not eligible to participate. The ELS took place during the months of June 2023-August 2023. CPP recognized the importance of an ELS during 2020 when the COVID-19 pandemic disrupted learning for most children. The ELS has continued to be offered since then and has remained in high demand from parents. A total of 563 preschoolers attended an ELS program in the summer of 2023 (academic year 2022-23). On average, ELS preschoolers attended 85.5% of their scheduled school days, with 56.0% having an attendance of 90% or higher. Demographic characteristics of the ELS cohort were similar to those of the general sample (Table 8). There were 89 ELS Providers active in Cincinnati in 2022-23 (Figure 34).

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Table 8. Demographics of Preschoolers Enrolled in ELS Preschools for 2022-23 Demographic Gender

Group Female Male

Count 309 254

Percent 54.9% 45.1%

Valid Percent 54.9% 45.1%

Race

African American/Black White Hispanic American Indian/Alaskan Native Asian or Pacific Islander Other Race Unknown

426 27 59 6 4 39 2

75.7% 4.8% 10.5% 1.1% 0.7% 6.9% 0.4%

75.9% 4.8% 10.5% 1.1% 0.7% 7.0%

Primary Language

English Spanish Other Language Unknown

461 52 9 41

81.9% 9.2% 1.6% 7.3%

88.3% 10.0% 1.7%

Housing Status

Lives in a Permanent Residence Foster Care Homeless Other

516 4 11 32

91.7% 0.7% 2.0% 5.7%

91.7% 0.7% 2.0% 5.7%

Household Size

2 Residents 3 Residents 4 Residents 5 Residents More Than 5 in Household

107 150 150 78 78

19.0% 26.6% 26.6% 13.9% 13.9%

19.0% 26.6% 26.6% 13.9% 13.9%

Eligibility Tier

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

231 52 96 31 10 143

41.0% 9.2% 17.1% 5.5% 1.8% 25.4%

55.0% 12.4% 22.9% 7.4% 2.4%

* 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).

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Figure 34. CPP Extended Learning Session (ELS) Preschools as of 2022-23

Note. Shows all ELS Providers as of 2022-23. ELS preschoolers shown on the map attended an ELS program in the summer of 2023 (academic year 2022-23).

KRA-R PERFORMANCE FOR ELS PARTICIPANTS A total of 143 CPP TA participants who participated in the ELS (hereafter ELS participants) had parental consent and matched to a complete KRA-R score at CPS in 2023-24. Assessment scores of ELS participants were compared to 2023-24 KRA-R scores of 617 Non-ELS participants; a cohort of CPP TA participants that did not participate in ELS in 2022-23.

ELS participants were less frequently Approaching or Demonstrating readiness on the overall KRA-R (56.7%) than Non-ELS participants (64.0%; Figure 35). Fewer ELS participants were On Track in Language and Literacy (39.9%) than Non-ELS participants (40.8%; Figure 36).

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Figure 35. Overall KRA-R Performance Levels

by ELS Participation (2023-24)

Figure 36. Percentage On Track in Language and Literacy by ELS Participation (2023-24)

When viewed within the lens of dosage, ELS participants who attended 90% or more of their scheduled days showed stronger performance in relation to those below 90% attendance (Figures 37-38). ELS participants with 90% attendance or higher were Approaching or Demonstrating readiness (57.6%) at a rate of 6.4 percentage points below Non-ELS students, in contrast to last year’s findings. However, the percentage of ELS participants with 90% attendance or higher On Track in Language and Literacy (41.2%) was 0.4 percentage points greater than that of Non-ELS (40.8%) students.

Figure 37. Overall KRA-R Performance Levels

by ELS Participation and Percent of Scheduled Days Attended (2023-24)

Figure 3 . Percentage On Track in Language and Literacy by ELS Participation and Percent of Scheduled Days Attended (2023-24)

Figures 39-40 display KRA-R performance within the context of SES, ELS participation, and dosage. The percentage of SES 1 Non-ELS participants Approaching or Demonstrating readiness (58.3%) was greater than SES 1 ELS participants with 90% attendance or higher, although SES 1 ELS with higher attendance were at the Demonstrating level (25.6%) more frequently than SES 1 Non-ELS (21.6%). This was also present in Language and Literacy scores, where 41.9% of SES 1 ELS participants with 90% attendance or higher were On Track compared to 34.0% of SES 1 Non-ELS. Among SES 2, ELS participants with 90% attendance or higher had a smaller combined Approaching and Demonstrating percentage compared to Non-ELS (55.5% vs. 63.0%).

However, Language and Literacy scores were more favorable for ELS participants with 90% attendance (44.4% On Track) compared to SES 2 Non-ELS (42.4% On Track). Outcomes for SES 3 were not strong for ELS participants compared to Non-ELS, and there were too few (N < 10) SES 4 within each dosage group to show a meaningful comparison. The ELS was not offered during 2024.

KRA-R outcomes by race, ELS participation, and percent of scheduled days attended are not shown due to small ELS by dosage sample sizes for White, Hispanic, and Multi-Racial/Other participants (N < 10). Additional findings can be viewed in Appendix F. 36

Figure 39. Overall KRA-R Performance Levels by SES, ELS Participation, and Percent of Scheduled Days Attended (2023-24)

Figure 40. Percentage On Track in Language and Literacy by SES, ELS Participation, and Percent of Scheduled Days Attended (2023-24)

Note. Data are omitted if sample size is below 10.

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CPP PLUS Through partnerships with community organizations, CPP Plus provides extra services and resources to TA and QI preschools. One CPP Plus partnership with the Linton Chamber Music has created opportunities for preschoolers, who may not typically have access, to engage in learning through music. This and other CPP Plus programming align with CPP’s goal to increase access to high-quality preschool and quality learning opportunities that support whole child development and kindergarten readiness.

PEANUT BUTTER & JAM The Peanut Butter and Jam Sessions (PB&J) program is an interactive music program created for preschoolers to learn through singing classical nursery songs, dancing, and working with musical instruments. Studies have demonstrated that music programs can positively influence the development of children’s executive functions (e.g., planning, working memory, inhibitory control), academic abilities, and may influence academic performance.8 Additionally, research has also shown that participating in music and movement programs can improve children’s behavior and social skills.9 For the third year, CPP partnered with PB&J to provide special in-school programming to 13 preschools. The program lasted a minimum of 30 weeks with some schools extending programming to 32 or 33 weeks. Each week, participating preschools received one 30-minute session, providing a minimum of 15 hours of programming per classroom from September 2024 to May 2024. A total of 144 preschoolers had participated in PB&J by year-end. Participants attended an average of 27.1 sessions or 13.5 hours of programming.

The evaluation of PB&J consisted of two parts. First, teachers and Providers from participating preschool sites were surveyed about their observed behaviors of preschoolers who attended the sessions. Eleven surveys were submitted with some sites completing multiple surveys for different preschool classrooms (Table 9).

Table 9. Peanut Butter and Jam Preschool Sites and Survey Respondents Preschool Site Type

# of Surveys Submitted

Single Site Center

8

Type A

1

Type B

2

Preschoolers attending PB&J showed improvement from fall to spring in observed behavior across all domains of measurement according to 90.5% of teachers and Providers who provided feedback. Survey items spanned 10 domains of measurement related to the Teaching Strategies GOLD© (TS GOLD®) preschool assessment domains and responses were tallied across respondents. Participants were asked to endorse each item based on the question, “Please indicate if the PB&J program has made a positive impact on your preschoolers in the following domains.” Respondents could select “yes” or “no”. Results by item and domain are listed in Appendix G. Missing data were excluded. Summary scores by domain are: 1) Social Emotional 91.8%, 2) Physical 100.0%, 3) Language 89.2%, 4) Cognitive 95.1%, 5) Literacy 75.0%, 6) Mathematics 83.3%, 7) Science and Technology 87.5%, 8) Social Studies 88.9%, 9) The Arts 90.2%, 10) English Language Acquisition 100.0%.

8 Dumont, E., Syurina, E. V., Feron, F. J., & van Hooren, S. (2017). Music Interventions and Child Development: A critical Review and

Further Development. Frontiers Psychology, 8(1694). doi:10.3389/fpsyg.2017.01694 9 Lobo, Y. B. & Winsler, A. (2006). The effects of a creative dance and movement program on the social competence of Head Start preschooelrs. Social Development, 15, 501-519.

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Most (81.8%) teachers and Providers participating in the PB&J program believe that programs like PB&J help improve school attendance. They also shared how PB&J has impacted their preschoolers academically, socialemotionally, and otherwise as expressed in the following quotes: •

• • • •

“Weekly sessions help children develop trust with adults/caregivers, cooperate with peers, and communicate effectively. Children learn to listen and work together to promote healthy relationship skills.

They learn the importance of respecting one another's space. PB&J Sessions also help with mood regulation by being an emotional stimulus.”

“The songs help them with counting, subitizing, and engage with other kids! One of the kids who sometimes struggles is so excited for music class.”

“We have seen improvement in the children's social skills, turn talking, gross motor skills, and following directions. We also feel the children are learning listening skills and how to use instruments.”

“They are doing better interacting with their peers and listening. We have less hitting in the class. They are using their words and seeking help from the teacher.”

“The PB&J Sessions have a strong and positive reinforcement covering all learning domains. The children have a great opportunity to learn in an exciting and fun manner. They are learning without realizing just how much they retain. They are proud of themselves when are able to perform for their family. Which is a big deal for all ages.”

Survey respondents also reported other ways PB&J has impacted teachers and the community: • • • • • •

“It has shown me how to be more hands-on with the kids.”

“The music class has helped the teachers with ideas to incorporate learning activities through music and movement in the classroom.”

“The PB&J Sessions give me the opportunity to observe the children’s growth. It also gives me ideas to educate the children in a different approach.”

“I have learned the importance of how to use music as a learning tool. We sing some of the songs and do some of the movements to transition throughout the day.”

“PB&J Sessions help parents be a part of their child's learning community. It allows the community to come and watch the children perform.”

“PB&J lets children from middle-class, lower-income families experience the creative arts. Without PB&J who knows if our children would be able to participate in music classes. I love that PB&J allows children from all financial backgrounds to experience the joy and benefits of music.”

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The second part of the PB&J evaluation included 15 children who completed the TS GOLD® preschool assessment during the fall and spring. Their progress was assessed in six development and learning domains of the TS GOLD®. At pre-test, more than 86% of participants met or exceeded expectations on all domains of the TS GOLD®. Still, preschoolers made improvements from fall to spring in all six domains of measurement with the greatest improvements in the Social-Emotional, Language, and Mathematics domains (Table 10). Moreover, when examining the percentage of preschoolers exceeding expectations from pre- to post-test, results showed a 33.4% growth in the Mathematics domain, a 26.7% growth in the Social-Emotional domain, a 26.7% growth in the Language domain, a 20.0% growth in the Physical domain, a 6.7% growth in the Literacy domain, and a 6.6% growth in the Cognitive domain. For all participants, paired samples t-tests revealed statistically significant differences in scores for four out of the six domains, excluding the Cognitive and Literacy domains. Compared to 2022-23, a higher percentage of participants were meeting or exceeding expectations at post-test in the Cognitive and Literacy domains for their age in 2023-24, although this difference may be attributed to the sample size this year (15 vs. 31).

Table 10. Peanut Butter and Jam TS GOLD® Assessment Outcomes (N=15) Pre-Test

Post-Test

Meeting or Exceeding

Meeting or Exceeding

% Improved

100.0%

6.7%

Physical

93.3% 86.7%

93.3%

6.6%

Language

93.3%

100.0%

6.7%

Cognitive

100.0%

100.0%

*

Domain Social-Emotional

Literacy 100.0% 100.0% * Mathematics 93.3% 100.0% 6.7% Note: If a Fall test was unavailable, the Winter test was used as the Pre-Test. *Participants improved their raw score and/or advanced to the exceeding expectations level.

An additional 12 participants completed the TS GOLD® during the spring only, thus their results were excluded from the results above. However, among this group, many were meeting or exceeding expectations in the SocialEmotional (66.7%), Physical (91.7%), Language (83.3%), Cognitive (83.3%), Literacy (83.3%), and Mathematics (91.7%) domains. Different preschool assessments were completed by other participants (n=17) including the Redleaf and Early Learning Assessment (ELA). Assessment results for the remaining preschoolers were not available at the time of evaluation.

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COMMUNITY STAKEHOLDER EXPERIENCES INNOVATIONS administered a new survey this year to capture aspects of Providers’ enrollment, capacity, operational challenges, and the benefits experienced through their partnership with CPP. The survey was distributed to every current CPP Provider during the spring of 2024. Respondents were from Tuition Assistance (TA) and Quality Improvement (QI) preschools in the CPP Community Provider Network. A total of 108 surveys were submitted by CPP Providers. After data cleaning, 92 surveys remained. Thus, results represent 44.4% of programs in the CPP Community Provider Network. The following findings provide important data for strategic planning and ways to best support children, families, teachers, and Providers.

ENROLLMENT AND CAPACITY CPP Providers were asked, “What positively impacts (helps) your program's capacity and ability to serve the number of children you are licensed to enroll?” They mentioned various factors that positively impact their program’s success. Common responses included having qualified, compassionate, and reliable teachers; positive parent relationships; outreach and advertising; and convenient program location. Additionally, many Providers mentioned that receiving funding and support from programs like CPP and other community agencies is essential and contributes to maintaining and increasing enrollment, quality education, teacher training, staff retention, and resources for children, staff, and families. The responding Providers reported that they employ 644 teachers and staff in their programs.

CPP Providers were also asked, “What negatively impacts (hurts) your program's capacity and ability to serve the number of children you are licensed to enroll?” Respondents reported facing several challenges related to staffing, facilities, funding, parent involvement, and other factors as described below: Staffing Challenges: • Insufficient staffing affects program capacity.

• Difficulty obtaining adequate funding for hiring and retaining staff.

• Staff shortages lead to closed classrooms.

• Need for more teachers and training to accommodate children with special needs and behavioral issues.

Enrollment and Space • Limited space and resources affect program capacity and ability to expand.

• Teacher-Child ratios impact program capacity.

Financial and Operational Issues: • Loss of summer funding affects enrollment, income, and staff salaries and retention.

• Enrollment challenges due to payment based on attendance.

• Poor attendance impacts income.

• Parents’ ability to afford preschool including late or non-payment of fees.

• Struggles with voucher process.

Other Factors: • Transportation issues for families.

• Family engagement challenges (lack of parental involvement and support).

Seventy-five Providers reported that they could serve a total of 1,120 more children (range: 1-120) if capacity challenges were addressed. However, because this result does not represent every Provider currently participating in the CPP Community Provider Network, it is expected that far more children could be served by CPP Providers. Additional insights about early care and education enrollment and capacity within the CPS District boundary can be found in Appendix H.

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SPECIAL NEEDS SUPPORT To better understand the children preschools are serving and to identify areas needing support, Providers were asked, “Does your program serve children with special needs who require special education or related services (including diagnosed and undiagnosed developmental delays, physical disabilities, special health care needs, emotional/behavioral disorders, and learning disabilities)?” Most (71.7%) respondents said yes. Among the 66 Providers serving children with special needs, 46 reported that they serve a total of 155 children who have been diagnosed with a disability or delay and are eligible for special education services and support. Thirty-nine Providers reported that they serve a total of 125 children who show signs of disability or delay but are undiagnosed and need to be formally evaluated. Additional insights about special needs in early care and education were gleaned from the CPP Evaluation Advisory Panel and are reported in that section of this report.

BENEFITS OF CPP PARTNERSHIP Survey findings were clear that CPP TA has positively impacted programs, families, and preschoolers. In response to the question, “How has CPP TA impacted your program, children, and families?”, CPP Providers said that CPP TA enables enrollment for children who don’t meet other financial requirements; reduces financial stress for parents and Providers; helps parents maintain employment; provides funding for quality improvements, learning activities, and materials, among other positive impacts that are crucial to preparing children for success in kindergarten and beyond.

When asked, “How have your program, teachers, staff, and families benefitted from CPP” respondents’ feedback and experiences highlighted CPP’s impact on the following: Program Quality and Sustainability: • CPP’s financial support fosters program growth, stability, and sustainability.

• Expanded coaching has led to higher Step Up to Quality (SUTQ) ratings for many preschools.

• CPP’s assistance with resources and supplies empowers teachers and contributes to high-quality, accessible learning environments.

Preschooler Readiness for Kindergarten: • CPP preschoolers benefit from high-quality education and care, especially when financial constraints exist.

• CPP’s role in providing essential classroom materials and special learning opportunities improves the learning environment and preschoolers’ academic progress.

• Parents appreciate CPP resources and supports that help them prepare their child for a successful transition to kindergarten.

Educator Preparation and Training: • CPP has opened networking and community partnership opportunities that benefit educators, children, and families.

• CPP supports teacher professional development through training and resources that enhance skills, knowledge, and overall program effectiveness.

Recognition and Respect: • CPP helps home Providers gain recognition as preschools and respect as professionals.

• Being partnered with CPP earns respect for Providers and emphasizes their quality.

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PRESCHOOLER SURVEY For the third consecutive year, teachers were asked to administer a 13-item survey to their 3- and 4-year-old preschool classrooms. Preschoolers were instructed to raise their hands if they agreed with the statement about their preschool experience. Three practice questions about siblings were asked to help the preschoolers understand how to respond and to show them that they may respond differently than their classmates. The survey items and administration process were co-created by INNOVATIONS and the CPP Evaluation Advisory Panel.

A total of 109 students from 15 different classrooms representing 11 different preschools responded to the survey. Ten of the preschools were TA and one was QI. Given the preschoolers’ ages, some of them may not have fully understood the questions or responded to every question. Survey responses are summarized in Table 11. Select comments from the preschoolers are also listed below.

Table 11. Preschoolers Showing Agreement with Aspects of Preschool Experience (N=109) Survey Item

Count (%)

I have a sister.

78 (71.6%)

I have a brother.

71 (65.1%)

I do not have a sister or brother.

18 (16.5%)

I like playing with friends at school.

96 (88.1%)

I like to play outside at school.

101 (92.7%)

I feel safe at school.

94 (86.2%)

School teaches me to be nice (or kind).

School teaches me to talk about my feelings (or emotions) when I’m angry or upset.

School teaches me to “take turns”.

93 (85.3%)

Coming to school makes me happy.

92 (84.4%)

92 (84.4%) 98 (89.9%)

Teachers asked their preschoolers to tell them, “What is something new you learned today/this week?”

Select responses are listed below.

• “We learned about butterflies, numbers, fruits, and vegetables.”

• “We learned about going to kindergarten and meeting new teachers and friends.”

• “About the letter O, about oceans, fish, octopus, and starfish.”

• “Songs for graduation, about how flowers grow.”

Preschoolers shared what helps them feel better when they feel sad at school.

• “Taking a deep breath.”

• “A hug from my teacher.”

• “I go to the alone space, I call my mommy, and I get some treats.”

• “Hugs, talking, and love stuffed animal.”

Participants also shared their favorite things about coming to school.

• “Going outside, lunch, playing in dramatic play, and singing songs.”

• “I get to play with my friends and see my teacher.”

• “Music, play in the kitchen, Legos, going outside and painting.”

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CPP EVALUATION ADVISORY PANEL For the fourth year, INNOVATIONS organized an Evaluation Advisory Panel with CPP stakeholders that took place monthly between March and July 2024. The goal was to convene a diverse group of parents, teachers, and Providers for discussions on pertinent evaluation, early care, and education topics. This year we expanded the panel by inviting 17 stakeholders, an increase of 11 panelists compared to 2023. Of those invited to serve on the panel, 12 stakeholders from TA and QI preschools regularly participated. A community engagement consultant and CPP’s Data and Evaluation Manager also joined the monthly panel sessions. Representatives from CPP’s partnering organizations, 4C for Children and the American Legacy Theatre, provided presentations about their programs and services as well. Parent, teacher, and Provider panelists were compensated for their time and expertise.

INNOVATIONS facilitated each session which covered the following topic areas. Learnings, actions, and key takeaways are summarized below.

• Review and feedback on the 2022-23 Evaluation Report and the 2023-24 Evaluation Plan • Review and revisions to the 2024 CPP Preschooler Survey items • Preschool assessment administration and data sharing • Special education and care needs in early childhood education • Changes to Ohio’s Step Up to Quality (SUTQ) rating system • Community partnerships that provide non-traditional, art and play-based learning Assessing Preschooler Progress: Panelists reported that they collect preschooler progress data through tools such as Ages and Stages, Redleaf, and TS GOLD®, which is shared with parents in many ways throughout the school year. Likewise, a total of 130 Providers reported administering one or more assessments to preschoolers on the Provider Survey. The top four assessments used were Ages and Stages (103), TS GOLD® (53), Redleaf (49), and Ohio’s Early Learning Assessment (ELA) (31). Parents on the panel expressed interest in supporting preschooler data collection with their feedback highlighting the value of preschool progress data for kindergarten readiness. Other comments revealed the importance of clearly communicating the purpose of data collection, how data are used and secured, and reporting processes to address potential concerns about data sharing.

Special Needs in Early Care and Education: Panelists shared their experiences and insights caring for and educating preschoolers with special needs. Panelists conveyed that strong communication and rapport between teachers and parents is important to building trust and supporting the learning and development of preschoolers with special needs. Provider comments indicated their desire for more support in this area including navigating difficult conversations with parents and better information about supports available for parents of children with special needs. For parents, having professional guidance during the Individualized Education Plan (IEP) development process is important. Panelists suggested a tool to document preschooler’s strengths and challenges would help support the transition to kindergarten.

Engagement with CPP Partners: Panelists met with CPP partner organizations, 4C for Children and the American Legacy Theatre, to learn more about ways the organizations support the CPP Community Provider Network. Panelists expressed their concerns about SUTQ changes to 4C. They suggested SUTQ training and communication strategies, including listening sessions to explain the changes to parents, would be beneficial.

Following a presentation about American Legacy Theatre’s play-based programming, panelists were encouraged by the program’s impact on social-emotional development and voiced interest in partnering with them.

Impact on Evaluation Activities and Planning: Upon reviewing the Evaluation Report, some panelists expressed finding the information valuable for marketing and sharing key facts with parents about CPP and the impact of preschool. The panelists’ experiences with increased mental health and behavioral challenges at school led to panelists recommending adding questions about social-emotional health to the Preschooler Survey.

These suggestions were included in the survey design and the results reported in the Preschooler Survey section of this report. Panelists did not recommend changes to future evaluations, but their insights will inform opportunities to expand and strengthen evaluation efforts.

44

RECOMMENDATIONS AND OPPORTUNITIES INNOVATIONS proposes that CPP consider the following recommendations and opportunities to ensure that Cincinnati’s young children, families, teachers, and Providers have equitable access to quality preschool education and resources that meet their needs. Some of these suggestions can be implemented using existing resources, while others may require careful long-term planning, innovative financing approaches, and effective collaborations. Recommendations to continue providing the support, services, and funding offered to date are also important to ensure CPP’s impact on children, families, teachers, and Providers carries on and meaningful progress addressing the complex issues that programs and families face continues. All so Cincinnati can have a stronger future.

•

Cincinnati Preschool Promise Should Continue to Increase Preschool and Provider Enrollment: CPP increases access to quality child care and education as more preschool children are enrolled in quality programs. This year, preschool enrollment exceeded Pre-COVID levels of enrollment. Enrollment of Providers in CPP is at its highest level compared to previous years of CPP programming. Data shows that the demand for quality care and education is increasing among community providers and centers.

•

Increasing Preschool Attendance Improves Kindergarten Readiness and School Success: CPP TA participants demonstrate higher overall kindergarten readiness and language and literacy on the KRAR compared to Non-CPP children. CPP should continue to promote attendance in quality preschool.

Preschool attendance has been increasing over the past three years. Establishing regular school attendance behaviors in preschool also aids children’s academic success through structure and building positive habits that have lifelong benefits.

•

Continue to Offer Positive Learning and Social Supports to Preschoolers: National trends show that early childhood is an important time to optimize children’s social-emotional health. Many preschoolers need social-emotional support and would benefit from additional programming, services, and individualized instruction. Continue partnering with local agencies for the physical health, mental health, social and behavioral services children, families, and programs need. This should also include special needs and early intervention supports.

•

Continue to Support Preschool Teachers and Providers and Raise Awareness about the Benefits of Investing in Child Care and Education: CPP’s financial, quality improvement, resources, materials, and enrollment support have propelled the increase in access to high-quality preschool, teacher retention, and program sustainability. Continuing to provide this support to the approximately 1,300 teachers and staff employed by programs participating in CPP is crucial for maintaining the momentum of preparing children for school and contributing to the economy's success.

•

Explore Opportunities to Streamline Information Sharing Across Local Early Education Agencies: Bring together local early education agencies to determine ways to streamline data collection from families and programs to reduce burden and duplication and improve data quality, access, and agency collaboration. Discuss the potential to create a multi-program consent form to support this process. Consider specialized training and using common tools for measuring preschool progress.

• Maintain Focus on Systems-Level Factors, Evidence-Based Practices, and Policy Solutions that Drive Equitable and Sustainable Early Care and Education: It is important for CPP and early education partners to remain abreast of current research, data, and infrastructure that is needed to achieve equitable access to quality early care and education. Continue to use local and national policy strategies to leverage additional funding for community preschool programs that provide families with access to highquality early care and education options that meet their needs.

45

APPENDICES APPENDIX A: ADDITIONAL KINDERGARTEN READINESS ASSESSMENT REVISED (KRA-R) OUTCOMES FOR CPP TA PARTICIPANTS Additional KRA-R analyses were conducted on a cohort of 264 CPP preschoolers with parental consent using data obtained from the SugarCRM database operated by MetrixIQ. SugarCRM is the database that stores information collected by CPP. Relationships were examined between KRA-R and preschool attendance, eligibility tier, parent/guardian employment status, Provider quality rating, and Provider pandemic site status.

Preschool attendance rates (total days attended/total days scheduled) were calculated for the 2021-22 and 202223 academic years. Figures A1-A2 illustrate higher performance on the KRA-R for kindergartners with preschool attendance rates of 90% or higher in both 2021-22 (during 3-year-old preschool) and 2022-23 (during 4-year-old preschool). The effect of CPP preschool attendance was more pronounced for 4-year-old preschoolers. CPP preschoolers with attendance rates at or above 90 percent in 2022-23 more frequently Approaching or Demonstrating readiness (60.6%) and were On Track in Language and Literacy (40.4%) compared to those with attendance rates below 90 percent (46.1% and 24.5%, respectively).

Figure A1. Overall KRA-R Performance Levels of CPP Participants by Preschool Attendance*

Figure A2. Percentage On Track in Language and Literacy of CPP Participants by Preschool Attendance*

*Comprised of CPP preschooler data collected from the SugarCRM database operated by MetrixIQ.

46

Federal poverty level (FPL) eligibility tiers were determined using family income data from the most recent enrollment record of each CPP preschooler. Kindergarteners of families greater than or equal to 100% FPL were Approaching or Demonstrating readiness (Figure A3) at a frequency of 60.8% and were On Track in Language and Literacy (Figure A4) at a frequency of 50.6% compared to 52.0% and 24.0% of kindergarteners of families less than 100% FPL, respectively.

Figure A3. Overall KRA-R Performance Levels of CPP Participants by Eligibility Tier (2023-24)*

Figure A4. Percentage On Track in Language and Literacy of CPP Participants by Eligibility Tier (2023-24)*

All TA Providers have obtained SUTQ ratings between 3- and 5-stars. KRA-R performance was compared between kindergarteners by the star rating of their most recently attended CPP Provider. The majority of the sample (N = 194) attended 5-star Providers. Results indicated that KRA-R performance levels (Figure A5) differed by star rating, particularly within the Demonstrating level, where 24.7% of 5-star Provider attendees demonstrated readiness, followed by 14.8% of those at 4-star Providers, and 7.0% of those at 3-star Providers.

Interestingly, 4-star Provider attendees had the largest percentage of students in the Approaching level, though the sample size for 4-star Providers was also the smallest of the three groups (N = 27). Furthermore, On Track percentages (Figure A6) showed a similar relationship with 39.7% of 5-star Provider attendees On Track, followed by 33.3% of those at 4-star Providers and 20.9% of those at 3-star Providers.

Figure A5. Overall KRA-R Performance Levels of CPP Participants by Star Rating (2023-24)*

Figure A6. Percentage On Track in Language and Literacy of CPP Participants by Star Rating (2023-24)*

*COMPRISED OF CPP PRESCHOOLER DATA COLLECTED FROM THE SUGARCRM DATABASE OPERATED BY METRIXIQ. 47

APPENDIX B: KINDERGARTEN READINESS ASSESSMENT REVISED (KRA-R) OUTCOMES FOR 2023-24 Table B1. KRA-R Performance by CPP TA Participation and Selected Characteristics (2023-24) Group

KRA-R Overall Performance

Language and Literacy

Preschool Experience

Students Assessed

Mean

SD

Emerging

Approaching

Demonstrating

Mean

SD

On Track

CPP TA1

760

261.9

12.9

37.4%

35.8%

26.8%

261.0

15.0

40.7%

Non-CPP2

1,651

261.2

17.5

39.1%

31.3%

29.6%

258.9

19.8

38.9%

CPP TA1

385

263.7

12.3

31.9%

35.8%

32.2%

262.6

14.8

45.5%

Non-CPP2

809

263.5

16.4

34.9%

32.4%

32.8%

260.7

19.1

41.0%

CPP TA1

375

260.1

13.2

42.9%

35.7%

21.3%

259.4

15.0

35.7%

Non-CPP2

842

258.9

18.2

43.2%

30.2%

26.6%

257.2

20.3

36.9%

CPP TA1

565

262.1

12.5

36.6%

37.2%

26.2%

261.1

14.2

41.1%

Non-CPP2

Grand Total Total Gender Female Male Race Black/African American White Hispanic MultiRacial/Other

773

257.4

15.3

45.4%

35.6%

19.0%

255.7

17.1

29.1%

CPP TA1

72

266.6

15.0

25.0%

30.6%

44.4%

267.1

17.5

55.6%

Non-CPP2

496

271.0

17.0

19.2%

27.4%

53.4%

269.9

18.7

63.9%

CPP TA1

64

252.2

10.3

68.8%

28.1%

3.1%

248.9

12.1

10.9%

Non-CPP2

189

247.9

13.5

81.0%

13.8%

5.3%

240.6

16.4

7.9%

CPP TA1

59

265.0

11.0

25.4%

37.3%

37.3%

265.9

14.0

50.8%

Non-CPP2

193

263.9

16.5

24.4%

40.9%

34.7%

261.9

18.0

44.6%

CPP TA1

330

260.3

12.9

41.8%

37.0%

21.2%

258.7

14.1

35.2%

Non-CPP2

548

255.1

14.9

52.9%

32.3%

14.8%

251.7

17.1

21.4%

CPP TA1

196

262.4

13.2

39.3%

32.7%

28.1%

261.3

15.4

41.3%

Non-CPP2

379

256.6

16.8

49.3%

30.1%

20.6%

253.5

19.9

26.1%

CPP TA1

161

264.0

11.7

28.0%

37.3%

34.8%

264.2

14.3

47.8%

Non-CPP2

364

264.4

16.2

31.0%

33.5%

35.4%

262.9

17.7

47.0%

CPP TA1

72

263.5

13.7

33.3%

34.7%

31.9%

263.6

17.4

47.2%

Socioeconomic Status (SES) SES 1 SES 2 SES 3 SES 4

Non-CPP2 350 272.5 16.7 14.6% 28.6% 56.9% 272.2 17.8 72.3% 1 Comprised of CPS kindergartners that attended a CPP Community or CPS Preschool Provider in 2021-22 and/or 2022-23. Excludes students whose parents did not provide parental consent to match preschool records to kindergarten assessment scores.

2 Comprised of 2023-24 CPS kindergarteners who did not attend a CPP TA preschool prior to kindergarten enrollment.

48

Table B2. KRA-R Performance by CPP TA Participation, Socioeconomic Status (SES), and Race (2023-24) Race and SES

Preschool Experience

KRA-R Overall Performance

Language and Literacy

Students Assessed

Mean

SD

Emerging

Approaching

Demonstrating

Mean

SD

On Track

CPP TA1

256

261.1

12.3

38.3%

41.4%

20.3%

259.4

13.3

37.9%

Non-CPP2

343

255.9

15.4

49.3%

33.5%

17.2%

253.5

16.6

24.2%

CPP TA1

150

263.0

13.2

38.7%

31.3%

30.0%

261.9

14.9

42.7%

Non-CPP2

202

256.8

15.3

47.0%

36.1%

16.8%

255.1

18.2

25.7%

CPP TA1

119

264.0

11.6

28.6%

36.1%

35.3%

264.0

13.8

47.1%

Non-CPP2

164

260.0

14.5

39.6%

36.0%

24.4%

258.8

15.5

39.0%

CPP TA1

39

260.5

13.2

43.6%

33.3%

23.1%

259.8

17.5

35.9%

Non-CPP2

56

261.4

14.3

32.1%

46.4%

21.4%

262.1

16.9

41.1%

CPP TA1

19

265.1

17.4

31.6%

15.8%

52.6%

266.7

20.1

52.6%

Non-CPP2

56

259.1

13.8

44.6%

39.3%

16.1%

255.5

16.2

25.0%

CPP TA1

17

266.2

14.4

29.4%

35.3%

35.3%

266.5

19.2

47.1%

Non-CPP2

65

264.0

19.8

35.4%

23.1%

41.5%

261.8

20.3

41.5%

CPP TA1

20

268.1

13.0

15.0%

35.0%

50.0%

268.6

15.4

60.0%

Non-CPP2

Black/African American SES 1 SES 2 SES 3 SES 4 White SES 1 SES 2 SES 3 SES 4

137

270.7

16.7

16.8%

30.7%

52.6%

269.9

18.7

62.0%

CPP TA1

16

266.9

16.4

25.0%

37.5%

37.5%

266.4

16.6

62.5%

Non-CPP2

237

275.9

14.9

9.7%

24.1%

66.2%

275.6

16.0

80.6%

CPP TA1

34

251.2

11.3

73.5%

26.5%

0.0%

247.8

11.3

5.9%

Non-CPP2

98

246.4

12.0

83.7%

14.3%

2.0%

239.1

15.2

5.1%

CPP TA1

20

253.5

10.1

65.0%

25.0%

10.0%

250.7

14.8

20.0%

Non-CPP2

65

246.0

12.5

84.6%

12.3%

3.1%

237.5

16.2

4.6%

CPP TA1

7

-

-

-

-

-

-

-

-

Non-CPP2

18

255.7

15.5

72.2%

11.1%

16.7%

249.7

13.7

16.7%

CPP TA1

3

-

-

-

-

-

-

-

-

Non-CPP2

8

-

Table B2 continues next page

-

-

-

-

Hispanic SES 1 SES 2 SES 3 SES 4

49

Table B2 (continued). KRA-R Performance by CPP TA Participation, Race, and Socioeconomic Status (2023-24) Race and SES

KRA-R Overall Performance

Language and Literacy

Preschool Experience

Students Assessed

Mean

SD

Emerging

Approaching

Demonstrating

Mean

SD

On Track

CPP TA1

21

261.4

13.2

42.9%

19.0%

38.1%

260.0

13.4

33.3%

Non-CPP2

51

261.4

10.2

27.5%

51.0%

21.6%

259.2

12.1

29.4%

Multi-Racial/Other SES 1 SES 2 SES 3 SES 4

CPP TA1

9

-

-

-

-

-

-

-

-

Non-CPP2

47

260.1

17.0

29.8%

38.3%

31.9%

257.1

19.4

36.2%

CPP TA1

15

264.1

9.8

26.7%

46.7%

26.7%

266.7

15.2

53.3%

Non-CPP2

45

264.3

15.0

26.7%

42.2%

31.1%

262.3

15.7

42.2%

CPP TA1

14

270.9

8.2

7.1%

35.7%

57.1%

274.3

13.9

71.4%

Non-CPP2 49 270.0 20.9 14.3% 30.6% 55.1% 268.9 21.8 71.4% Note: Assessment scores were not summarized for samples less than 10.

1 Comprised of CPS kindergartners that attended a CPP Community or CPS Preschool Provider in 2021-22 and/or 2022-23. Excludes students whose parents did not provide parental consent to match preschool records to kindergarten assessment scores.

2 Comprised of 2023-24 CPS kindergarteners who did not attend a CPP TA preschool prior to kindergarten enrollment.

Table B3. Additional KRA-R Performance Factors (2023-24) Group

Students Assessed

KRA-R Overall Performance

Language and Literacy

Mean

SD

Emerging

Approaching

Demonstrating

Mean

SD

On Track

99

260.4

11.8

39.4%

36.4%

24.2%

259.0

13.7

40.4%

Preschool Attendance < 90% 102 CPP TA Preschool Attendance 2021-221 Preschool Attendance ≥ 90% 87

256.7

11.4

53.9%

34.3%

11.8%

256.2

14.7

24.5%

261.0

13.7

36.8%

36.8%

26.4%

260.4

15.2

41.4%

91

259.3

14.5

45.1%

34.1%

20.9%

258.1

15.1

37.4%

104

257.6

12.4

48.1%

33.7%

18.3%

255.4

14.5

24.0%

FPL ≥ 100% 79 Star Rating of Latest Preschool Provider 3-Star Provider 43

260.4

11.3

39.2%

41.8%

19.0%

261.8

14.4

50.6%

256.8

9.9

53.5%

39.5%

7.0%

254.7

12.7

20.9%

CPP TA Preschool Attendance 2022-231 Preschool Attendance ≥ 90%

Preschool Attendance < 90% Federal Poverty Level1 FPL < 100%

4-Star Provider

27

261.1

5.7

22.2%

63.0%

14.8%

261.0

7.0

33.3%

5-Star Provider

194

259.7

14.6

45.4%

29.9%

24.7%

258.8

16.2

39.7%

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

50

APPENDIX C: KRA-R LOGISTIC REGRESSION RESULTS Table C1. Binary Logistic Regressions to Predict Kindergarteners Demonstrating Readiness on the Overall KRA-R (Model 1) and On Track in Language and Literacy (Model 2) Within the Context of CPP TA Participation, Gender, Race, and Socioeconomic Status (SES) Model 1: KRA-R Overall Performance (Demonstrating)1 Predictor

95% CI for OR

B

SE

P

Odds Ratio (OR)

Lower

Upper

0.27

0.11

.016

1.31

1.05

0.44

0.10

<.001

1.56

White

1.08

0.12

<.001

Hispanic

-1.65

0.31

Multi-Racial/Other

0.52

SES 2 SES 3

CPP TA Participation

Model 2: KRA-R Language and Literacy (On Track)2 95% CI for OR

B

SE

P

Odds Ratio (OR)

Lower

Upper

1.62

0.43

0.1

<.001

1.54

1.26

1.87

1.29

1.89

0.29

0.09

.001

1.34

1.12

1.60

2.94

2.31

3.75

0.86

0.12

<.001

2.36

1.87

2.99

<.001

0.19

0.11

0.35

-1.58

0.23

<.001

0.21

0.13

0.33

0.15

<.001

1.68

1.24

2.28

0.35

0.15

.017

1.42

1.07

1.90

0.33

0.14

.016

1.40

1.07

1.83

0.21

0.12

.086

1.23

0.97

1.57

0.66

0.13

<.001

1.93

1.48

2.51

0.67

0.12

<.001

1.95

1.53

2.48

Gender Male Female Race Black/African American

SES Quartile SES 1

SES 4 1.09 0.15 <.001 2.97 2.22 3.98 1.34 0.14 <.001 3.82 2.88 5.07 Note. N = 2400; 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-R composite scores at or above 270); Intercept coefficient B = -1.95, SE = 0.12 2 Model 2 Dependent: On Track (Language and Literacy subtest scores at or above 263); Intercept coefficient B = -1.31, SE = 0.11 Reference category

utcomes by Extended Learning Session (ELS) Participation

51

APPENDIX D: DEMOGRAPHICS OF CPP TA PRESCHOOLERS (PAST 5 YEARS) Table D1. Demographics of Participants Enrolled in CPP TA Preschools 2019-2024

Variable

Gender

Race

Primary Language

Housing Status

2019-20 (N = 839)

Group

2020-21 (N = 760)

2021-22 (N = 907)

2022-23 (N = 927)

2023-24 (N = 1,087)

Count

Percent

Count

Percent

Count

Percent

Count

Percent

Count

Percent

Female

436

52.0%

395

52.0%

458

50.5%

487

52.5%

554

51.0%

Male

395

47.1%

364

47.9%

432

47.6%

417

45.0%

516

47.5%

Gender Unknown

8

1.0%

1

0.1%

17

1.9%

23

2.5%

17

1.6%

African American/Black

612

72.9%

551

72.5%

629

69.3%

629

67.9%

744

68.4%

White

62

7.4%

4

0.5%

67

7.4%

63

6.8%

63

5.8%

Hispanic

92

11.0%

5

0.7%

136

15.0%

158

17.0%

174

16.0%

American Indian/Alaskan Native

4

0.5%

90

11.8%

9

1.0%

8

0.9%

11

1.0%

Asian or Pacific Islander

12

1.4%

48

6.3%

5

0.6%

4

0.4%

5

0.5%

Other

47

5.6%

54

7.1%

49

5.4%

61

6.6%

79

7.3%

Race Unknown

10

1.2%

8

1.1%

12

1.3%

4

0.4%

11

1.0%

English

717

85.5%

615

80.9%

703

77.5%

693

74.8%

817

75.2%

Spanish

89

10.6%

71

9.3%

97

10.7%

132

14.2%

146

13.4%

French

0

0.0%

0

0.0%

3

0.3%

4

0.4%

3

0.3%

Other

19

2.3%

16

2.1%

20

2.2%

21

2.3%

26

2.4%

Language Unknown

14

1.7%

58

7.6%

84

9.3%

77

8.3%

95

8.7%

Lives in a Permanent Residence

802

95.6%

716

94.2%

846

93.3%

854

92.1%

1025

94.3%

Foster Care

3

0.4%

9

1.2%

10

1.1%

6

0.6%

5

0.5%

Homeless

6

0.7%

9

1.2%

13

1.4%

19

2.0%

9

0.8%

Unaccompanied Youth

1

0.1%

0

0.0%

0

0.0%

0

0.0%

0

0.0%

Other

25

3.0%

25

3.3%

36

4.0%

45

4.9%

42

3.9%

Housing Status Unknown

2

0.2%

1

0.1%

2

0.2%

3

0.3%

6

0.6%

52

Table D1 (continued). Demographics of Participants Enrolled in CPP TA Preschools 2019-2024

Variable

Household Size

Income Eligibility Tier

2019-20 (N = 839)

Group

2020-21 (N = 760)

2021-22 (N = 907)

2022-23 (N = 927)

2023-24 (N = 1,087)

Count

Percent

Count

Percent

Count

Percent

Count

Percent

Count

Percent

2 Residents

136

16.2%

133

17.5%

153

16.9%

141

15.2%

194

17.8%

3 Residents

226

26.9%

205

27.0%

224

24.7%

221

23.8%

286

26.3%

4 Residents

187

22.3%

180

23.7%

243

26.8%

248

26.8%

259

23.8%

5 Residents

148

17.6%

121

15.9%

147

16.2%

139

15.0%

164

15.1%

More than 5 in Household

133

15.9%

121

15.9%

140

15.4%

178

19.2%

183

16.8%

Household Size Unknown

9

1.1%

0

0.0%

0

0.0%

0

0.0%

1

0.1%

< 100

174

20.7%

274

36.1%

367

40.5%

403

43.5%

450

41.4%

100-130

42

5.0%

41

5.4%

67

7.4%

93

10.0%

93

8.6%

131-200

82

9.8%

93

12.2%

125

13.8%

136

14.7%

157

14.4%

201-250

27

3.2%

17

2.2%

29

3.2%

44

4.7%

46

4.2%

251-300

10

1.2%

12

1.6%

14

1.5%

13

1.4%

15

1.4%

Income Requirement Waived

0

0.0%

323

42.5%

305

33.6%

238

25.7%

326

30.0%

Income Unknown

282

33.6%

0

0.0%

0

0.0%

0

0.0%

0

0.0%

Table D2. United States Department of Health and Human Services 2023 Federal Poverty Guidelines (FPL), Office of Early Learning and School Readiness Size of Family Unit 100% Poverty Level* 200 % Poverty Level** 300% Poverty Level*** 1 $14,580 $29,160 $43,740 2 $19,720 $39,440 $59,160 3 $24,860 $49,720 $74,580 4 $30,000 $60,000 $90,000 5 $35,140 $70,280 $105,420 6 $40,280 $80,560 $120,840 * Add $5,140 for each additional person; ** Add $10,280 for each additional person; *** Add $15,420 for each additional person

53

APPENDIX E: QI PROVIDERS CONVERTED TO TA PROVIDERS Table E1. QI Providers Reaching High-Quality SUTQ Star Rating in 2023-24 Name of Converted Provider

TA Approval Date

A Place 2 Grow Childcare

10/4/2023

Bee Brilliant Childcare

7/24/2023

Best Early Development Center LLC

12/31/2023

Big Adventures Learning Center Corp

7/2/2023

Corrinda Ibrahim

9/8/2023

Dornetta Williams

10/26/2023

Dotty's Day Care LLC

10/4/2023

Faith Love Hope Childcare

10/26/2023

Frances Moore

10/26/2023

KB Karing for Babies Childcare

3/28/2024

Land of Love Childcare

1/30/2024

Leonna Larkins

12/27/2023

Major Dreamers Montessori

8/13/2023

Marshette Riggs-Smith

8/30/2023

Palace of Joy Daycare, LLC

7/10/2023

Poohbear’s Playhouse

10/16/2023

Rabiah Shakir

2/27/2024

Samantha Jackson

7/24/2023

Tanya's Educational Child Care

10/26/2023

The Learning Playhouse

12/27/2023

54

APPENDIX F: KRA-R OUTCOMES BY EXTENDED LEARNING SESSION (ELS) PARTICIPATION Table F1. KRA-R Performance by ELS Participants (2023) KRA-R Overall Performance

Language and Literacy

Students Assessed

Mean

SD

Emerging

Approaching

Demonstrating

Mean

SD

On Track

ELS1

143

259.7

10.7

43.4%

37.1%

19.6%

259.4

13.1

39.9%

Non-ELS2

617

262.5

13.3

36.0%

35.5%

28.5%

261.4

15.4

40.8%

ELS Attendance ≥ 90%

80

259.6

12.1

42.5%

33.8%

23.8%

259.1

13.9

41.2%

ELS Attendance < 90%

63

259.7

8.5

44.4%

41.3%

14.3%

259.7

12.1

38.1%

Group Grand Total

ELS Attendance3

ELS Participation by Socioeconomic Status (SES) SES 1 SES 2 SES 3 SES 4

ELS1

71

259.2

11.0

42.3%

38.0%

19.7%

257.8

12.8

39.4%

Non-ELS2

259

260.6

13.4

41.7%

36.7%

21.6%

258.9

14.5

34.0%

ELS1

31

258.4

8.3

51.6%

35.5%

12.9%

259.2

10.1

35.5%

Non-ELS2

165

263.2

13.8

37.0%

32.1%

30.9%

261.7

16.3

42.4%

ELS1

31

262.9

12.0

38.7%

32.3%

29.0%

262.9

14.1

45.2%

Non-ELS2

130

264.3

11.7

25.4%

38.5%

36.2%

264.5

14.4

48.5%

ELS1

10

256.7

9.5

40.0%

50.0%

10.0%

259.6

19.5

40.0%

Non-ELS2

62

264.6

14.1

32.3%

32.3%

35.5%

264.2

17.1

48.4%

ELS Attendance by Socioeconomic Status (SES) ELS Attendance ≥ 90%

43

258.8

12.8

44.2%

30.2%

25.6%

258.0

15.1

41.9%

ELS Attendance < 90%

28

259.7

7.8

39.3%

50.0%

10.7%

257.7

8.3

35.7%

ELS Attendance ≥ 90%

18

260.2

8.7

44.4%

33.3%

22.2%

260.9

9.9

44.4%

ELS Attendance < 90%

13

255.9

7.3

61.5%

38.5%

0.0%

256.8

10.2

23.1%

ELS Attendance ≥ 90%

17

261.9

14.2

35.3%

41.2%

23.5%

261.9

14.2

41.2%

ELS Attendance < 90%

14

264.1

9.1

42.9%

21.4%

35.7%

264.1

14.4

50.0%

ELS Attendance ≥ 90%

2

-

-

-

-

-

-

-

-

ELS Attendance < 90% 8 Note: Assessment scores were not summarized for samples less than 10.

1 CPP TA participants that attended a CPP Provider in 2022-23 and Extended Learning Sessions between June and August 2023.

2 CPP TA participants that attended a CPP Provider prior to kindergarten enrollment but did not participate in Extended Learning Sessions.

3 ELS attendance rates for 2022-23 sessions were calculated by dividing days attended by says scheduled.

-

SES 1 SES 2 SES 3 SES 4

55

APPENDIX G: PEANUT BUTTER AND JAM TEACHER SURVEY RESULTS Table G1. Peanut Butter and Jam Survey Scores by Domain Social-Emotional Manages feelings Follows limits and expectations Takes care of own needs appropriately Forms relationships with adults Responds to emotional cues Interacts with peers Makes friends Participates cooperatively and constructively in group settings Balances needs and rights of self and others Solves social problems Average for Domain Physical Demonstrates traveling skills Demonstrates balancing skills Demonstrates gross-motor manipulative skills Demonstrates fine-motor strength Uses fingers and hands Average for Domain Language Listens to and understands increasingly complex language Comprehends language Follows directions Uses language to express thoughts and needs Uses an expanding expressive vocabulary Speaks clearly Uses conventional grammar Tells about another time or place Uses appropriate conversational and other communication skills Engages in conversation Uses social rules of language Average for Domain Cognitive Demonstrates positive approaches to learning

# of Yes % Responses 10 90.9% 9 81.8% 10 90.9% 11 100.0% 10 90.9% 11 100.0% 11 100.0% 11 100.0% 11 100.0% 7 63.6% Average for Domain 10.1 91.8% # of Yes % Responses 11 100.0% 11 100.0% 11 100.0% 11 100.0% 11 100.0% Average for Domain 11 100.0% # of Yes % Responses 7 63.6% 10 90.9% 10 90.9% 10 90.9% 9 81.8% 10 100.0% 11 100.0% 9 90.0% 10 90.9% 11 100.0% 9 81.8% Average for Domain 9.6 89.2% # of Yes % Responses 10 90.9% 56

Attends and engages Persists Solves Problems Shows curiosity and motivation Shows flexibility and motivation Remembers and connects experiences Recognizes and recalls Makes connections Uses classification skills Uses symbols and images to represent something not present Thinks symbolically Engages in sociodramatic play Average for Domain Literacy Demonstrates phonological awareness, phonics, word recognition Notices and discriminates rhyme Notices and discriminates alliteration Notices and discriminates discrete units of sound Applies phonics to concepts and knowledge of word structure Demonstrates knowledge of the alphabet Identifies letter-sound correspondence Retells stories and recounts details from informational texts Average for Domain Mathematics Understands spatial relationships Demonstrates knowledge of patterns Average for Domain Science and Technology Uses tools and other technology to perform tasks Average for Domain Social Studies Demonstrates knowledge about self Shows basic understanding of people and how they live Explore changes related to familiar people or places Average for Domain

11 100.0% 11 100.0% 10 90.9% 11 100.0% 11 100.0% 10 90.9% 11 100.0% 10 90.9% 10 90.9% 10 90.9% 10 90.9% 11 100.0% Average for Domain 10.5 95.1% # of Yes % Responses 6 66.7% 8 88.9% 7 77.8% 8 88.9% 5 55.6% 7 77.8% 6 66.7% 7 77.8% Average for Domain 6.8 75.0% # of Yes % Responses 7 77.8% 8 88.9% Average for Domain 7.5 83.3% # of Yes % Responses 7 87.5%

Average for Domain 7 # of Yes Responses 8

87.5%

8

88.9%

% 88.9%

8 88.9% Average for Domain 8 88.9% 57

The Arts Explores the visual arts Explores musical concepts and expression Explore dance and movement concepts Explores drama through actions and language Average for Domain English Language Acquisition Demonstrates progress in listening to and understanding English Demonstrates progress in speaking in English Average for Domain Domain Totals

# of Yes % Responses 7 70.0% 11 100.0% 11 100.0% 10 90.9% Average for Domain 9.8 90.2% # of Yes % Responses 9

100.0%

9 100.0% Average for Domain 9 100.0% 50.5

90.5%

58

APPENDIX H: EARLY CARE AND EDUCATION ENROLLMENT AND CAPACITY WITHIN THE CPS DISTRICT BOUNDARY In addition to collecting actual capacity and enrollment from a sample CPP Providers, INNOVATIONS obtained approved licensed capacity and enrollment by age from 4C for Children, Southwest Ohio region’s state-designated Child Care Resource and Referral Agency, and ODJFS Inspection Reports. The following results show the number of Providers and the children served in Hamilton County and within the CPS District boundary as of June 2024 without the context of social factors and FPL. These results are subject to variation over time as Providers experience changes that impact enrollment and capacity (i.e., staff, star rating, time of year, etc.).

Hamilton County Early Care and Education Providers During 2023-24, a total of 1,006 community Child Care Centers and Family Child Care Type A and B Programs operated within Hamilton County according to data provided by 4C for Children. Among them, 990 Programs are currently open and operating (as of June 2024). Programs that have a “Closed” or “Inactive” status (n=16), are designated as School Age Child Care Programs (n=8), did not match to 4C records (n=15 CPP Providers that closed or are Parochial Schools missing capacity and enrollment data), and Public Schools were excluded from analyses. Among the 990 open Programs, 304 were “Not Rated”, 323 were 1star, 89 were 2-star, 121 were 3-star, 44 were 4-star, 109 were 5-star rated on Ohio’s quality rating scale. In addition, 393 were Child Care Centers, 90 were Type A Home, and 507 were Type B Home.

Program addresses were geocoded to their longitude and latitude coordinates to determine which programs are located within the CPS District boundary. Currently, 557 Programs are located within the CPS District boundary. Among them, 169 programs are 3-5 star rated, 242 are 1-2 star rated, and 146 are Not Rated according to 4C data. Table H1 reports the total enrollment and approved license capacity for Child Care Centers and Family Child Care Type A and B Programs in Hamilton County. The difference between each program’s total enrollment and approved licensed total capacity suggests that 357 (64.1%) Programs within the CPS District boundary could serve more children (range: 1-529).

CPP Community Provider Network Although there were 221 Providers in the CPP Community Provider Network in 2023-24, the following results represent 205 CPP Community Providers that matched to 4C data. CPP Community Providers (n=205) make up 20.7% of open Programs in Hamilton County and 36.8% of Programs operating in the CPS District boundary (205 of 557). Most (139) CPP Providers are 3 to 5-star high-quality TA Programs while 66 are unrated-2 star QI Programs that receive coaching and resources to advance their quality rating. CPP TA Providers are serving 42.0% of preschool-age children in the CPS District boundary (excluding Public Schools) and represent 82.2% of high-quality 3-5 star rated Programs in the CPS District boundary. CPP Providers’ total enrollment indicates that they serve 45.7% of all children ages from infant to school-age.

As of June 2024, CPP QI Providers have enrolled a total of 1,532 children (13.3% of children enrolled in the CPS boundary) including 473 preschool-age children (12.3% of preschool-age children in the CPS boundary).

When looking at overall total enrollment and approved licensed capacity, the CPP Provider Network is serving 56.2% of its approved capacity and 54.3% of preschool-age children in the CPS District boundary (excluding Public Schools). Moreover, 125 (61.0%) CPP Providers could serve up to 4,033 more children (range: 1-288) if they operated at approved licensed capacity.

These results amplify the substantial impact and overall importance of CPP and the Community Provider Network to ensure that Cincinnati’s young children have equitable access to quality preschool education.

59

Table H1. Open Hamilton County Child Care Centers and Family Child Care Programs Enrollment & Capacity Counts within CPS District Boundary (N=990)

623

Total Young Toddler 670

Total Older Toddler 494

TA: 420 QI: 203 619

TA: 430 QI: 240 623

NR-2: 523 3-5: 96 1,392

Total Infant CPP Community Providers (n=205*)

Non-CPP InBoundary Providers (n=391) Outside CPP/CPS Boundary in Hamilton County (n=396) CPS Boundary Total (n=594) *** Hamilton County Total

Total Preschool

Total School-Age

Total Enrollment

Approved Capacity**

2,084

1,408

5,279

9,398

TA: 341 QI: 153 535

TA: 1,611 QI: 473 1,755

TA: 945 QI: 463 2,743

TA: 3,747 QI: 1,532 6,275

TA: 7,060 QI: 2,338 11,676

NR-2: 513 3-5: 110 1,523

NR-2: 473 3-5: 62 1,252

NR-2: 1,553 3-5: 202 5,874

NR-2: 2,538 3-5: 205 5,108

NR-2: 5,600 3-5: 675 15,149

NR-2: 10,010 3-5: 1,666 23,298

1,241

1,293

1,027

3,838

4,149

11,548

21,069

NR-2: 715 3-5: 526 2,633

NR-2: 753 3-5: 550 2,816

NR-2: 619 3-5: 408 2,279

NR-2: 2,053 3-5: 1,785 9,712

NR-2: 3,018 3-5: 1,131 9,257

NR-2: 7,158 3-5: 4,390 26,697

NR-2: 12,545 3-5: 8,524 44,367

7 CPP Family Child Care Providers were missing enrollment data and had no current inspections available in ODE. Their approved licensed capacity is included.

105 Hamilton County Providers have a “Provisional” License Type. These 105 Providers represent 2,618 seats accounted for in the Approved Capacity numbers. Among the Providers with Provisional Licenses, 38 were missing enrollment data. The remaining 68 Providers with Provisional Licenses enrolled a total of 1,007 children of which 218 were preschool-age children.

The SUTQ star rating for some (n=24) CPP Providers differed from the star rating reported by 4C. This can occur if the star rating change is not reported to CPP before annual Provider documentation updates are submitted or application documentation is pending. The CPS Boundary Totals reflect the SUTQ star rating reported by 4C.

60

APPENDIX I: 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 I1. Monthly CPP TA Enrollment 2023-24

Monthly TA Enrollment 1200 1000

817

800 600

890

915

938

946

961

879

934

Nov

Dec

Jan

Feb

Mar

Apr

May

680 490

400 200 0 Aug

Sep

Oct

Total Actually Attending

Figure I2. Monthly CPP TA Attendance Rate 2023-24

Attendance Rate 100% 95%

92%

91%

91%

90%

90%

88%

87%

Dec

Jan

89%

87%

89%

90%

Apr

May

85% 80%

75% 70% 65% 60% Aug

Sep

Oct

Nov

Feb

Mar

61