[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589821-105":59,"doc-detail-589821-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","are-parents-ratings-and-satisfaction-with-preschools-related-to-program-features","Are Parents’ Ratings and Satisfaction With Preschools Related to Program Features","","Study evaluates whether parents’ overall satisfaction with their child’s early childhood education (ECE) program correlates with a wide range of program characteristics. The analysis covers observational assessments of teacher-child interactions, structural features such as teacher education and class size, practical and convenience factors like hours and cost, and classroom learning gains. Results using rich data from low-income parents with 4-year-olds in publicly funded ECE show limited alignment between parents’ evaluations and external measures, informing policy on informational initiatives.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/are-parents-ratings-and-satisfaction-with-preschools-related-to-program-features/589821/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/are-parents-ratings-and-satisfaction-with-preschools-related-to-program-features/589821.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What does the study examine about parents’ satisfaction with preschools?","Question",{"text":111,"@type":112},"It examines whether parents’ overall satisfaction with their child’s early childhood education program is related to many program characteristics, including observed interactions, structural features, practical factors, and learning gains.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What key finding emerges from comparing parents’ ratings with external measures?",{"text":116,"@type":112},"The study finds little correspondence between parents’ evaluations of program characteristics and externally collected measures of those same characteristics.",{"name":118,"@type":109,"acceptedAnswer":119},"Why do informational interventions depend on the accuracy of parents’ ability to assess quality?",{"text":120,"@type":112},"The policy logic assumes that if parents can’t accurately judge ECE quality, providing clear information will help them select better programs and drive improvement. If other constraints determine choices, information alone may have limited impact.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},589821,1792076387,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","AERA Open  \nJanuary-March 2018, Vol. 4, No. 1, pp. 1–17 DOI: 10. 1177/2332858418759954  \n© The Author(s) 2018. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nAre Parents’ Ratings and Satisfaction With Preschools Related to  \nProgram Features?  \nDaphna Bassok  \nAnna J. Markowitz  \nDaniel Player  \nMichelle Zagardo  \nUniversity of Virginia  \nThis study examines whether parents’overall satisfaction with their child’s early childhood education (ECE) program is correlated with a broad set of program characteristics, including (a) observational assessments of teacher-child interactions; (b) structural features of the program, such as teacher education and class size; (c) practical and convenience factors (e.g., hours, cost); and (d) a measure of average classroom learning gains. It then describes associations between parents’ evaluation of specific program characteristics and externally collected measures of those features. Leveraging rich data from a sample of low-income parents whose 4-year-olds attend publicly funded ECE programs, we find little correspondence between parents’evaluations of program characteristics and any external measures of those same characteristics. We discuss policy implications, especially in light of recent federal and state informational initiatives, which aim to help families make informed ECE choices.  \nKeywords: decision making, descriptive analysis, early childhood, parents and families  \nHigH-quality early childhood education (ECE) programs can lead to important short-and long-term benefits for children (Campbell et al., 2012; Gormley, Gayer, Phillips, & Dawson, 2005; Yoshikawa et al., 2013) . Unfortunately, many children attend low- to mediocre-quality ECE programs that are unlikely to yield the sizable benefits touted by early childhood advocates (Burchinal, Vandergrift, Pianta, & Mashburn, 2010; Dowsett, Huston, Imes, & Gennetian, 2008; Phillips et al., 2017) . Over the past two decades, there have been major efforts to improve the quality ofECE programs through heightened public investments (Barnett et al., 2016) and increased regulations (Magnuson & Shager, 2010) .  \nIn recent years, there has also been growing interest among both policymakers and researchers in informational interventions—programs or policies that work by providing individuals with relevant information at key decision-making points—as another potentially powerful lever for quality improvement in ECE (Dechausay & Anzelone, 2016; Zellman & Perlman, 2008) . The 2014 reauthorization of the Child Care and Development Block Grant emphasized consumer information and required that all states create easy-touse search portals where parents could identify child care options and view information about their safety and quality. Similarly, the Obama administration’s Race to the Top–Early Learning Challenge grants, which competitively allocated roughly $1 billion to 20 states since 2011, required applicant  \nstates to implement and validate a quality rating and improvement system (QRIS), which is an early childhood accountability system meant to improve quality in part by providing parents with quality information about ECE programs.  \nThe idea behind these initiatives is that families, and particularly, low-income families, struggle to navigate the complex ECE landscape and to evaluate the quality of their ECE options, leading them to make suboptimal choices. Proponents of informational interventions posit that by providing parents with clear, easy-to-access information about the quality of their ECE options, parents will select higherquality programs, creating incentives for programs to improve and for the lowest-quality ECE settings to exit the market.  \nThe promise of these increasingly popular informational campaigns depends on the extent to which an inability to accurately assess ECE quality contributes to parents selecting suboptimal options. Existing research does show that most parents report high level","cbCailUzBVEM5TLL","https://ap.wps.com/l/cbCailUzBVEM5TLL","pdf",925054,17,"English","# Are parents’ ratings and satisfaction related to program features?\n## Program satisfaction and measured program characteristics\n## Informational interventions and accountability systems\n## Limits of satisfaction and policy implications","[{\"question\":\"What does the study examine about parents’ satisfaction with preschools?\",\"answer\":\"It examines whether parents’ overall satisfaction with their child’s early childhood education program is related to many program characteristics, including observed interactions, structural features, practical factors, and learning gains.\"},{\"question\":\"What key finding emerges from comparing parents’ ratings with external measures?\",\"answer\":\"The study finds little correspondence between parents’ evaluations of program characteristics and externally collected measures of those same characteristics.\"},{\"question\":\"Why do informational interventions depend on the accuracy of parents’ ability to assess quality?\",\"answer\":\"The policy logic assumes that if parents can’t accurately judge ECE quality, providing clear information will help them select better programs and drive improvement. If other constraints determine choices, information alone may have limited impact.\"}]","Are Parents’ Ratings and Satisfaction With Preschools Related to Program Features | PDF",1792068195,43]