Project Activities
The researchers will use a two-cohort cluster randomized trial (CRT) design to test the initial efficacy of the ELM curriculum on preschool children's school readiness skills. The researchers will also include a process study where they will collect fidelity of implementation data on teachers randomly assigned to implement ELM.
Structured Abstract
Setting
The study will take place in rural and urban preschools in Oregon, Georgia, and Texas.
Sample
The researchers aim to recruit a total of 660 children ages 3 to 5 in 132 preschool classrooms from counties in Oregon, Georgia, and Texas. Approximately 20 percent of children will be Spanish-speaking dual language learners. The sample of teachers, children, and families will reflect the target population for the ELM curriculum across the project sites.
ELM is a comprehensive curriculum designed to promote school readiness. ELM is user friendly, is based on rigorous developmental and intervention research, and is aligned with the National Association for the Education of Young Children's (NAEYC) developmentally appropriate practice and program accreditation standards. ELM consists of comprehensive activity plans, resources for individualization, and professional development and training resources. ELM includes 50 weeks of comprehensive activity plans that target 8 areas of development (language/literacy, math, self-regulation, social-emotional competence, science, social studies, creative expression, and physical/health). Each activity plan includes a 15-minute teacher guided activity.
Research design and methods
The researchers will use a two-cohort cluster randomized trial design will be used with random assignment of preschool centers by (1) site (Oregon, Georgia, Texas), (2) type of center (Head Start [HS] or non-HS), and (3) center size (number of classrooms) to either the ELM (n=72 classrooms) or a business-as-usual control group (n=60 classrooms). The sample (n=660) will include an average of 5 children per class in 132 classrooms. To ensure objectivity, the researchers include an implementation team and an evaluation team. In phase 1, the implementation team will prepare for implementation of ELM by confirming sites and recruiting classrooms and teachers. They will also prepare and refine fidelity and cost analysis materials and train personnel. In phase 2, the implementation team will conduct a process study with ELM teachers. In phase 3, the implementation team will provide implementation support for ELM teachers and will collect child data. The evaluation team will randomize centers and manage and analyze data across all years. The team will pre-test children in the fall and will be post-tested after at least 36 weeks of exposure to ELM. Teachers will implement ELM throughout the year. In phase 4, the evaluation team will analyze data, prepare data for public access, and conduct cost analyses. The implementation and evaluation teams will focus on broad dissemination of the results to both research and practice communities.
Control condition
The control group is a business-as-usual group where centers will continue implementing whatever curriculum they are currently using.
Key measures
The key measures include children's English proficiency (preLAS), language (PPVT and IGDE Picture Naming), literacy (Get Ready to Read and Letter Name Knowledge), writing (name writing, letter writing, contextual-picture writing), math (Preschool Early Numeracy Skills, CMA-A), self-regulation (Head-Toes-Knees-Shoulders), social-emotional competence (Affect Knowledge Test), and science (Lens on science). Fidelity measures include the ELM Activity Observation Checklist (observer-rated) and observational and teacher surveys that the researchers will develop in phase 1.
Data analytic strategy
The researchers will use three-level multilevel regression models with children nested within classrooms/teachers, which are nested within centers (i.e., level of treatment), controlling for a host of child, family, and teacher characteristics. Because all models will include baseline skills, all models will be capturing residualized change from fall to spring.
Cost analysis strategy
The researchers will conduct the cost analysis from a societal perspective using the ingredients method to capture the quality and quantity of costs incurred across all stakeholders. A range of metrics will be calculated to meet the standards for economic evaluation, including per student costs, per classroom costs, per center costs, and marginal costs. They will use a cost inventory survey to gain information about all costs incurred to society, including human and time resources, facilities, equipment, materials, and other opportunity costs associated with curriculum participation. The researchers will calculate sensitivity analyses to examine the extent to which results are robust to assumptions or across implementation contexts. The researchers will then calculate the ratio of per student costs, calculated through the comprehensive cost analysis, to student level effects to determine the cost-effectiveness of ELM and separate cost-effectiveness ratios for each outcome domain.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
The products will include evidence of the extent to which ELM is effective in promoting a range of school readiness skills. ELM is already available for broad dissemination, but the research team will also include information on the cost effectiveness of the curriculum. They will use a multi-pronged outreach approach for dissemination of our findings, including blogs, media outreach, newsletters, reports, and publications.
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Additional project information
Additional Online Resources: The intervention being assessed - ELM Curriculum (purdue.edu)
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
