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Findings also cover children’s participation, disability-related services, curricula and child assessments, family engagement, language use, parent views, and satisfaction with program relationships, culminating in actionable recommendations.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Peisner-Feinberg, Ph.D., Margaret Burchinal, Ph.D., Sandra Soliday Hong, Ph.D., Noreen Yazejian, Ph.D., Anna Shelton-Ormond, & Tiffany Foster, M.A.  \n© December 2020 by Ellen Peisner-Feinberg, School of Education, The University of North Carolina at Chapel Hill.  \nWe wish to acknowledge the members ofour Pennsylvania Pre-K Counts Program Evaluation Team who assisted with this study: Research staff Ciani Bush-Johnson, Elizabeth Gunn, Martha Lee, Tom Leggett, Eric Savage, and Gina Walker; and data collectors Shawn Burke, Brent Horswell, David Ostrander, and Ann Louise Shultz.  \nIn addition, we offer our appreciation to all those who participated in and assisted with this study, including the children, families, teachers, administrators, and other staff in the Pennsylvania Pre-K Counts Program and the kindergarten programs, and the staff of the Office of Child Development and Early Learning and the William Penn Foundation.  \nLayout by ghDesigns.  \nSuggested citation: Peisner-Feinberg, E., Burchinal, M., Soliday Hong, S., Yazejian, N., Shelton-Ormond, A., & Foster, T. (2020). Implementation of the Pennsylvania Pre-K Counts Program: A statewide evaluation. Chapel Hill, NC: The University of North Carolina, School of Education and the Frank Porter Graham Child Development Institute.  \nThis study was funded by awards from the William Penn Foundation and the BUILD Foundation. The opinions expressed in this report are those of the authors and do not necessarily reflect the views of the funding agencies.  \nPeisner-Feinberg, Burchinal, Soliday Hong, Yazejian, Shelton-Ormond, & Foster  \nTable of Contents  \nList of Tables................................................................... ii  \nList of Figures..................................................................iv  \nExecutive Summary............................................................. 1  \nOverview of the Pennsylvania Pre-K Counts Program ................................ 5  \nPurpose of the Pennsylvania Pre-K Counts Implementation Study ..................... 6  \nMethod ....................................................................... 6  \nResults........................................................................ 8  \nRecommendations............................................................. 19  \nTables and Figures ............................................................. 20  \nAppendix: Summary of Pre-K Counts Program Regulations and Early Learning Standard Areas Related to Implementation Study Measures ............................................. 48  \nReferences.................................................................... 51  \nImplementation of the Pennsylvania Pre-K Counts Program: A Statewide Evaluation i  \nList of Tables  \nTable 1. Work and Education History of Pennsylvania Pre-K Counts Program Administrators in Study Sample (2018–2019) .................... 20  \nTable 2. Demographic Information about Pennsylvania Pre-K Counts Program Administrators in Study Sample (2018–2019) .................... 21  \nTable 3. Urbanicity and Geographic Region of Pennsylvania Pre-K Counts (Administrator Level) .......................................... 21  \nTable 4. Program Size of Pennsylvania Pre-K Counts (Administrator Level)............. 21  \nTable 5. Classroom Distributions by Age of Pennsylvania Pre-K Counts Programs (2018–2019) ............................................... 22  \nTable 6. Proportion of 3-year-olds Enrolled in Pennsylvania Pre-K Counts (Administrator Level) ............................................... 22  \nTable 7. Provider Type for Pennsylvania Pre-K Counts Programs in Implementation Study Sample ............................................ 23  \nTable 8. Pennsylvania Pre-K Counts Programs Meeting Lead Teacher Certification Standards (Site Level Administrative Data) ................. 23  \nTable 9. Highest Priority Factors for Enrollment in Pennsylvan","cbCaiubtLysogCST","https://ap.wps.com/l/cbCaiubtLysogCST","pdf",2522671,58,"English","# Executive Summary\n## Overview of the Pennsylvania Pre-K Counts Program\n## Purpose of the Pennsylvania Pre-K Counts Implementation Study\n## Method\n## Results\n## Recommendations\n# Appendix\n## Summary of Pre-K Counts Program Regulations and Early Learning Standard Areas Related to Implementation Study Measures\n# References","[{\"question\":\"What is the Pennsylvania Pre-K Counts program evaluation focused on?\",\"answer\":\"The evaluation focuses on how the Pennsylvania Pre-K Counts Program was implemented statewide, including program operations, recruitment and communication methods, classroom distributions, and related implementation measures.\"},{\"question\":\"What kinds of outcomes and evidence does the report analyze?\",\"answer\":\"The report analyzes administrator and site characteristics, child enrollment and classroom age distributions, provider types, lead teacher certification standards, disability services, curricula, child assessments, and family engagement plus language use.\"},{\"question\":\"How does the report support its recommendations?\",\"answer\":\"The recommendations are drawn from the study’s results across these domains, including findings on program meeting certification standards, recruitment and language materials, parent satisfaction and relationships, and family support offerings.\"}]","Implementation of the Pennsylvania Pre-K Counts Program - A Statewide Evaluation | PDF",1792051502,146]