WWC review of this study

Independent evaluation of the Midwest CPC Expansion Project: Final report

Gaylor, E., Wei, X., Ferguson, K., Williamson, C., Davies-Mercier, B., Fikes, A., & Spiker, D. (2016). Menlo Park, CA: SRI International. https://www.sri.com/wp-content/uploads/2021/06/i3CPC_FR_Final_June_2021_wAppx.pdf.

  • Quasi-Experimental Design
     examining 
    964
     Students
    , grades
    PK-2

Reviewed: January 2022

No statistically significant positive
findings
Meets WWC standards with reservations
Alphabetics outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Woodcock-Johnson III (WJ-III): Letter-Word Identification subtest

Child-Parent Center Education Program vs. Business as usual

0 Days

Full sample;
1,352 students

376.83

369.34

No

--
General Mathematics Achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Woodcock-Johnson III (WJ-III): Applied Problems subtest

Child-Parent Center Education Program vs. Business as usual

0 Days

Full sample;
1,352 students

419.15

418.11

No

--
Primary school academic achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Minnesota Work Sampling System

Child-Parent Center Education Program vs. Business as usual

0 Days

Full sample;
1,124 students

52.10

54.50

No

--


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • 31% English language learners

  • Female: 51%
    Male: 49%

  • Rural, Suburban, Urban
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    Illinois, Minnesota
  • Race
    Asian
    5%
    Black
    53%
    Other or unknown
    37%
    White
    5%
  • Ethnicity
    Hispanic    
    27%
    Not Hispanic or Latino    
    73%

Setting

The study took place in low-performing elementary schools in five school districts in Illinois and Minnesota. The intervention was implemented in preschool classrooms in or near elementary school classrooms in the school district. In a few cases, the preschool classroom was in a community setting that fed into an intervention elementary school.

Study sample

The intervention group was comprised of 53% Black or African-American students, 27% Latino/a students, 5% White students, 5% Asian/Pacific Islander students, and 4% Other race/ethnicity students. Nine percent of intervention students had an IEP. The intervention sample was mostly balanced in gender, with 51% identifying as female. Eighty percent of students in the sample came from low-income families.

Intervention Group

The Midwest Child-Parent Center (CPC) Expansion Project aims to use the developing evidence-base of PreK to 3rd grade initiatives and approaches to expand and improve upon key components of the original CPC program model. The program also aims to improve school readiness and student achievement in math and reading. The six components include: (1) effective learning experiences; (2) curricula and instructional practices that emphasize language, literacy, and math skills; (3) comprehensive family services; (4) leadership team run by the head teacher in collaboration with the principal; (5) kindergarten and 1st to 3rd grade continuity through co-located or close-by PreK centers, small classes with teacher aides, and instructional coordination by school coordinators; and (6) ongoing professional development.

Comparison Group

Students in the business-as-usual comparison condition did not participate in the intervention and were exposed to typical instruction. Teachers of comparison group students participated in professional development as they had in the past.

Support for implementation

Teachers in the CPC intervention condition participated in collaborative leadership teams including head teachers, parent-resource teachers, principals, and school-community representatives (SCR), an orientation session, quarterly meetings with school facilitators, and online professional development modules.

 

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