Page 18 - Microsoft Word - School Readiness and Parenting Outcomes from ECE-Full Report.doc

Impact of CCRC’s Parents As Teachers Home Visitation Program
CCRC’s School Readiness program uses a truncated version of the Desired Results Developmental Profile (DRDP) to assess child progress in the PAT program because many of the items are not appropriate for a home visitation program. Comparison data for children who were 0 to 17 months during this program year is not available as the majority of these children were at ages that required a different tool at post-test. One drawback to use of the DRDP as a pre-post assessment measure is that there are different versions of this measure, and the measure used depends on the age of the child at the time of administration. Data used to evaluate progress toward the performance target are for children who were tested on the same measure at both time points.
Agency experience with trying to use the full DRDP for in-home programs found several items that were difficult to measure accurately with the instrument. Of the 21 themes in the DRDP, the following 11 themes were included in CCRC’s truncated version: Self Regulation, Language Comprehension, Language Expression, Interest in Learning, Cognitive Competence, Number Concepts, Measure, Order, and Time, Math Concepts, Reading Skills, Interest in Books, and Writing.
The performance indicator for the DRDP child data was an increase in skills in academic/school readiness areas. There were 19 18-to-35-month old children with both pre and posttest data available within the same measurement tool and 16 (84.2%) showed an increase from pre to posttest on the overall assessment average. There were also 19 3-to-5-year old children with both pre and posttest data available within the same measurement tool and 15 (78.9%) showed an increase from pre to posttest on the overall assessment average. The areas of greatest growth included Interest in Books and Other Written Materials, Cognitive Competence, Language Comprehension, and Math Concepts for the 18-to-35 month old children. Interest in Books, Number Concepts, Math Concepts, and Language Comprehension were the areas of most growth for the 3-to-5 year old children.
Nine of the 11 developmental areas measured for the preschool age group (3-5 years) showed statistically significant growth at the end of the program year: Self Regulation, Language Comprehension, Language Expression, Interest in Learning, Number Concepts, Measure, Order, and Time, Math Concepts, Reading Skills, Interest in Books and Other Written Materials, and Writing Skills. Cognitive Competence was the only theme that did not have statistically significant growth, but it should also be noted that this was the highest scored theme at both time points, averaging at 3.37 at pretest and 3.47 at posttest (approaching Fully Mastered).
Ten of 11 developmental domains measured for toddlers showed statistically significant growth at the end of the program year: Self Regulation, Language Comprehension, Language Expression, Interest in Learning, Number Concepts, Math Concepts, Reading Skills, and Interest in Books and Other Written Materials, and Writing Skills. Self Regulation and Measure, Order, and Time were the only two themes that did not have statistically significant growth.
CCRC’s infant / toddler and pre-kindergarten programs lead to statistically significant developmental gains in areas that prepare children for their future in school: self concept, social interpersonal skills, self regulation, language, learning, cognitive competence, math, literacy, motor skills, and safety / health.
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