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In an effort to increase access to high-quality prekindergarten (preK) programs for all young children in Vermont, the state passed universal preK legislation in 2014 (Act 166). All 3- and 4-year-olds have access to 10 hours a week of state-funded preK through a mixed-delivery system of public school and private programs. Families can enroll their children at no cost in any approved preK program across the state regardless of location. In efforts to better understand program availability, program quality, and characteristics related to family choice among universal preK programs in Vermont, this study examined the characteristics of approved preK programs overall, public school and private programs separately, and programs in local education agencies with different population sizes and poverty levels. The study found that in 2018/19 fewer than 50 percent of programs were at preK capacity and that a higher percentage of private programs than of public school programs and a higher percentage of programs in high-poverty local education agencies than of programs in low-poverty local education agencies were at preK capacity. These findings raise questions about the availability of preK programs in high-poverty areas. The study also found that program quality is similar across local education agencies with different population sizes and poverty rates, suggesting that Act 166 allows for an equitable preK system in terms of program quality for families in rural and low-income areas of the state. The findings also suggest that continuing to allow families to access preK in locations other than their local education agency of residence might maximize preK availability for families in local education agencies with few--sometimes only one--preK programs. Private programs reported being open for more hours per day and for more weeks per year than public school programs were, which might reduce the need for transitions throughout the day and year for children in private programs who need additional child care beyond the 10 hours per week funded by the state. [For the appendixes, see ED610704; for the study snapshot, see ED610706.]

The purpose of this study was to examine the enrollment patterns in Vermont's universal, mixed-delivery prekindergarten (preK) program and the child characteristics associated with the likelihood of being enrolled in different program types. This study describes the characteristics of children enrolled in universal preK programs in 2016/17, which was the first year of full implementation of universal preK in Vermont. Secondary data for 5,662 children enrolled in 282 preK programs were analyzed using descriptive statistics and logistic regression. Results showed that vulnerable children in preK--that is, those with individualized education programs and those identified as eligible for free or reduced-price lunch--were more likely to enroll in public school programs and in programs with higher quality ratings than their peers. While most children enrolled in a program within the geographic boundaries of their local education agency, children with individualized education programs and those identified as eligible for free or reduced-price lunch were more likely to do so. Overall, these findings indicate higher proportions of higher-needs students were enrolled in public school programs compared to private programs. In future efforts to examine how changes to Vermont's preK program may affect families' access to preK, Vermont could conduct additional research on how families make decisions about enrolling their children in different preK programs. [For the appendixes, see ED602009; for the study brief, see ED602007; and for the study snapshot, see ED602008.]

This study used latent class analysis with data from the 2002/03 Head Start Impact Study to determine whether early childhood classrooms can be sorted into classroom quality groups based on their scores on multiple measures of quality, how many classroom quality groups could be identified, and what percentages of classrooms fall within each classroom quality group. Based on the 13 measures examined, Head Start and center-based early childhood classrooms could be grouped into three distinct classroom quality groups: good, fair, and poor. Classroom quality measures determined by independent observers distinguish classroom quality groups better than self-reported measures do. [This report was produced in collaboration with the REL Midwest Early Childhood Education Research Alliance. For the full report, see ED569186.]

Measuring classroom quality and ensuring high-quality learning experiences for young children are interests of the Early Childhood Education Research Alliance, a research alliance of Regional Educational Laboratory Northeast & Islands. This study, conducted in collaboration with the alliance, addresses these interests by examining multiple measures of classroom quality simultaneously. Many measures of early childhood classroom quality have been examined, but previous research has not explored whether multiple measures of diverse aspects of classroom quality can be used to classify early childhood classrooms into classroom quality groups. The main purpose of this study was to determine whether early childhood classrooms can be grouped based on their scores on multiple measures of quality. The study team used multiple measures of diverse aspects of classroom quality to determine classroom quality groups and examined the number of classroom quality groups that exist and the percentage of classrooms that fall within each classroom quality group. A second purpose of the study was to explore the extent to which each measure contributes to the identification of classroom quality groups. This study employs a methodological approach that has not previously been used to synthesize measures of classroom quality. This approach allowed the study team to provide an example of patterns of classroom quality in programs serving Head Start-eligible children across the country. In addition to informing practitioners about what quality looks like in these settings, the findings allow for the categorization of classrooms across multiple classroom quality dimensions. This is more useful for informing practitioners than the traditional way of measuring quality along a continuum-- eliminating the need for users to come up with their own cutscores for these measures. Key findings include: (1) Based on the 13 measures examined, classroom quality can be sorted into three distinct groups: good, fair, and poor; and (2) Classroom quality measures determined by independent observers distinguish classroom quality groups better than self-reported measures do. Data and Methodology are appended.

This guide describes a five-step collaborative process that educators can use with other educators, researchers, and content experts to write or adapt questions and develop surveys for education contexts. This process allows educators to leverage the expertise of individuals within and outside of their organization to ensure a high-quality survey instrument that meets the policy or practice goals of the organization. Examples from collaborative survey development projects are highlighted for each step. The five-step collaborative survey development process is: (1) Step 1: Identify topics of interest; (2) Step 2: Identify relevant, existing survey items; (3) Step 3: Draft new survey items and adapt existing survey items; (4) Step 4: Review draft survey items with stakeholders and content experts; and (5) Step 5: Refine the draft survey with pretesting using cognitive interviewing. This guide is the first in a three-part series of survey method guides for educators. This guide covers survey development. The second guide in the series covers sample selection and survey administration, and the third guide in the series covers data analysis and reporting. The following are appended: (1) Additional survey development resources; (2) Sample table of specifications: Excerpt from the Early Childhood Education Research Alliance collaborative survey development project; (3) Sample analysis plan: Excerpt from the Northeast Rural Districts Research Alliance collaborative survey development project; (4) Sample feedback form: Excerpt from the Early Childhood Education Research Alliance collaborative survey development project; (5) Sample cognitive interview protocol from the Northeast Rural Districts Research Alliance collaborative survey development project; and (6) Sample cognitive interview analysis codebook from the Northeast Rural Districts Research Alliance collaborative survey development project. [For "Survey Methods for Educators: Selecting Samples and Administering Surveys (Part 2 of 3). REL 2016-160," see ED567752. For "Survey Methods for Educators: Analysis and Reporting of Survey Data (Part 3 of 3). REL 2016-164," see ED567753.]

English learner students are one of the fastest growing subgroups in America's schools, and gaps between English learner students and their native English-speaking peers in academic outcomes remain large in most districts and states. This study examines data for all English learner students in grades K-12 in the study district who took the Language Assessment Systems Links (LAS Links) English language proficiency assessment in spring 2011. Focusing on a large urban district in Connecticut, this study examines three research questions: (1) What were the characteristics of English learner students and of the English learner programs and schools they attended in 2010/11?; (2) Which student characteristics, types of English learner programs, and school characteristics were most closely related to English learner students' English proficiency scores in 2010/11?; and (3) Which student characteristics, including English proficiency levels, and which types of English learner programs were most closely related to English learner students' math and reading performance? A large urban district in Connecticut with a share of just over 10 percent of English learner students in its student population was selected as the site for this study. The study used administrative data from the study district to conduct descriptive statistics and regression analyses to address the research questions. While there are differences in performance on both the LAS Links and Connecticut Mastery Test (CMT)/CAPT assessments by type of English learner program, the differences do not have a clear pattern. A table is appended. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]

This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. This study explores how seven early childhood education programs in a mid-sized city in the Northeast region are collecting and using data, how they would like to use data, how they could use the data that they have, and the challenges they face in these efforts. Participating preschools used a variety of externally and internally developed systems to collect data on early learning outcomes, dosage (the amount of time children spend in early childhood education), and classroom quality. The preschools also provided data on early learning outcomes and dosage to parents, but some administrators and teachers had concerns about effective strategies for communicating findings from the data. The preschools reported collecting sufficient data and generally do not want to collect more data. [For the full report, see "Data Collection and Use in Early Childhood Education Programs: Evidence from the Northeast Region. REL 2015-084" (ED555737).]

The purpose of this study is to describe what data preschools in a mid-sized city in the Northeast collect, how they use that data, and the challenges they face. The study focuses on three types of data: early learning outcomes, dosage (i.e., the amount of exposure to early childhood education), and classroom quality. The report further demonstrates how preschools could use data to inform program-level decisions. Administrators and teachers at seven preschools in a convenience sample of preschools were interviewed using a structured protocol. The transcripts were coded using hierarchically organized codes and then analyzed to determine the main themes. The report also includes descriptive analyses of early learning outcomes, dosage, and classroom quality data provided by two of the preschool programs. Participating preschools assess children's early learning outcomes through a variety of systems to inform instruction and for parent outreach. Preschools report various processes for collecting and storing attendance data for compliance purposes, but some want to link them to learning outcomes. Participating preschools conduct observations of classrooms to provide feedback to teachers. There are some challenges to combining and analyzing individual programs' early learning and dosage data to inform program-level decisions. Further research is needed to determine which systems for collecting and using data lead to better outcomes for children. Early childhood programs may benefit from guidance on effective methods for presenting information about children's progress and the importance of attending preschool to parents and other relevant audiences. The following are appended: (1) Methodology for interviews; (2) Methodology for data analysis; (3) Process to combine data; (4) Administrator interview protocol; and (5) Teacher interview protocol. [For a summary of this report, see "Data Collection and Use in Early Childhood Education Programs: Evidence from the Northeast Region. Stated Briefly. REL 2015-085" (ED555738).]

The number of English language learners has grown in the Northeast & Islands Region over the past decade. While the total student population shrank 3.5 percent between 2001/02 and 2009/10, the population of English language learner students grew 7.6 percent and now constitutes 6.1 percent of students in the region, up from 5.5 percent in 2001/02. In Connecticut the shift was even greater. While the student population shrank 1.1 percent, the population of English language learner students grew 39.7 percent and now constitutes 5.3 percent of Connecticut's student population, up from 3.8 percent in 2001/02 (National Center for Education Statistics, n.d.). While the percentage of English language learner students may be small in some districts, these students often fail to meet state proficiency standards. A large urban district in Connecticut with a share of just over 10 percent of English language learner students in its student population was selected as the site for this study. The researchers used cross-sectional data from the Language Assessment Systems Links (LAS Links) assessment, which measures English proficiency in grades K-12; the Connecticut Mastery Test (CMT) of math and reading in grades 3-8; and the Connecticut Achievement and Performance Test (CAPT) of math and reading in grade 10 to address three research questions: (1) What were the characteristics of English language learner students and of the English language learner programs and schools they attended in 2010/11; (2) Which student characteristics, types of English language learner programs, and school characteristics were most closely related to English language learner students' English proficiency scores in 2010/11; and (3) Which student characteristics, including English proficiency levels, and which types of English language learner programs were most closely related to English language learner students' math and reading performance? Key findings detailed in this report include: (1) Characteristics of English language learner students and of the programs and schools these students attended in 2010/11; (2) Student characteristics, types of English language learner programs, and school characteristics most closely related to English language learner students' English proficiency scores in 2010/11; and (3) Student characteristics and types of English language learner programs most closely related to English language learner students' math and reading performance. Appended are: (1) Literature review; (2) About the Language Assessment Systems Links assessment; (3) Measures of academic achievement; (4) Analysis sample; (5) Analysis methods; (6) Description of variable coding schemes for models; and (7) Regression tables.

This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. The study examined student and program characteristics that are related to English proficiency and content area achievement for English language learner students in one urban district in New England. The study found that English learner students with individualized education programs had English proficiency scores significantly lower than the mean for all English learner students in all grades, and that students' English proficiency scores were associated with both math and reading performance in all grades. Results also showed that there were no clear patterns in the relationship between the type of English learner program attended and students' English proficiency, math, or reading scores. [This brief was written in collaboration with the English Language Learners Alliance.] [For the full report, see ED560752.]