ERIC Number: ED573733
Record Type: Non-Journal
Publication Date: 2017-Mar-8
Abstractor: As Provided
Reference Count: 21
"Every Child Ready": Exposure to a Comprehensive Instructional Model Improves Students' Growth Trajectories in Multiple Early Learning Domains
Carlson, Abby G.; Curby, Timothy W.; Brown, Chavaughn A.; Truong, Felicia R.
The current study investigates the impact of Every Child Ready (ECR), a comprehensive instructional model that includes: "What to teach, how to teach and how to know instruction is effective." The ECR instructional model is designed to provide high quality instruction to children via a play-based, thematic curriculum. Participants include 1,538 three- and four-year-olds attending 18 different public charter schools in high need neighborhood in an urban setting. Analyses were conducted to examine performance on measures of language and literacy and math for students who attended schools that implemented the ECR instructional model and schools that implemented "business as usual" instruction. Baseline equivalency analyses that use the treatment indicator to predict all pretest measures and background characteristics in a multilevel model were conducted to ensure equivalence between the two groups in this quasi-experimental design. Growth models estimated using Mplus7 indicate that students who participated in the ECR instructional model improved at a greater rate than their non-ECR peers in the areas of math (1.5 months higher over the course of the year), literacy (1.1 months higher over the course of the year), uppercase letter identification (.8 months higher over the course of the year), and name writing (2 months higher over the course of the year). Findings suggest that exposure to the full ECR instructional model result in improved student outcomes across multiple early learning domains.
Descriptors: Early Childhood Education, Play, Preschool Children, Charter Schools, At Risk Students, Disadvantaged Youth, Urban Schools, Language Skills, Literacy, Mathematics Skills, Teaching Methods, Conventional Instruction, Instructional Effectiveness, Pretests Posttests, Quasiexperimental Design, Comparative Analysis, Core Curriculum, Faculty Development, Student Evaluation, Statistical Analysis
Publication Type: Reports - Research
Education Level: Early Childhood Education
Authoring Institution: N/A