Colorado Preschool Program

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Colorado Preschool Program
A Strong Investment in Colorados Future
Presentation Companion to 2009 Legislative Report
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CPP at a Glance

• Created in 1988 172,000 total children
• served, including
• preschool and full-day
• kindergarten
• State-funded through School Finance Formula

• Currently authorized to serve 20,160
  children, or
• 27.8 of CO 4-year-olds
• Voluntary for school districts
• 171 of 178 (96 ) school
• districts in Colorado participating

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Critical Elements of CPP

• Children served in preschool a minimum of 10
  hrs/wk
• CPP funds 2.5 hrs per week per session for
  teacher planning, child assessment, training, and
  family support activities
• Family involvement and support are required
• Outcomes for both children and families are
  measured
• Diverse delivery system latest data from 07-08
  
• 18.7 in community programs
• 15.1 in Head Start programs
• 66.1 in public school programs

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Emphasis on Quality

• Class size limited to sixteen children
• Adult to child ratio of one to eight
• District Advisory Councils monitor quality in
  classroom at least twice per year using the
  Colorado Quality Standards for Early Childhood
  Care and Education Services
• Comprehensive early learning guidelines
• Technical support team to work with programs

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Historical Growth of CPP
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CPP Expansion over the Years
1989
2008
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Who Are the Children in CPP?
In 07-08, CPP children had an average of 3.3
risk factors
77 eligible for free/reduced lunch
8 in homeless families
5 living with abusive adult
11 born to unwed teenage parent
8 in families with alcohol or drug abuse
28 have parent without high school diploma or
GED
37 in need of language development
13 experience frequent relocation
11 receiving assistance from human services as
neglected or dependent children
26 identified as needing social skills
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• CPP is one of the programs participating in
  Results Matter
• User-friendly online data systems

• System Components
• Authentic Assessment
• Longitudinal Analysis
• Family Outcomes
• Program Quality
• Professional Development

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Assesses the whole child

• Includes social-emotional, language and literacy,
  physical, and cognitive development
• addresses 21st Century Skills
• Assessment systems utilized
• 1) Work Sampling
• 2) Creative Curriculum
• 3) High/Scope COR

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The Impact of CPP on Childrens Developmental
Competence
Closing the Achievement Gap
Achievement Gap
Developmental Age
At-Risk Children Who Join CPP
Typical Children
Point of Entrance into CPP
At-Risk Children
Adapted from Ramey, 2003
Chronological Age
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The Effect of CPP in One Year on Closing the
Achievement Gap
- CPP 4- 5-yr-olds - Non-CPP
4- 5-yr-olds - Fall Achievement
Gap - Spring Achievement Gap
2.8
N CPP
4200 Non-CPP 1100
2.6
2.4
2.2
2.0
Average Creative Curriculum Score (1 Step 1, 2
Step 2, 3 Step 3)
1.8
Non-CPP Spring
1.6
1.4
CPP Spring
1.2
Non-CPP Fall
1.0
CPP Fall
Fall 07 Spring 08
Fall 07 Spring 08
Fall 07 Spring 08
Fall 07 Spring 08
Fall 07 Spring 08
0.8
Social/Emotional
Physical
Cognitive
Language
Emergent Literacy
Developmental Domain
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Relative Rates of Growth
Compared to their non-CPP peers, CPP children
had
growth in social-emotional development growth in
physical development growth in cognitive
development growth in language development growth
in emergent literacy development

• 1.82 x faster
• 1.44 x faster
• 1.57 x faster
• 1.93 x faster
• 1.79 x faster

results from Creative Curriculum
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The Impact of CPP on Childrens Developmental
Competence
Closing the Achievement Gap
Achievement Gap
Developmental Age
At-Risk Children Who Join CPP
Typical Children
Point of Entrance into CPP
At-Risk Children
Adapted from Ramey, 2003
Chronological Age
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Outcomes for Families

• Goal Increase communication with families
• and engage them in their childrens education
• Sample Survey Results
• 85 of families indicate that they usually or
  routinely help their
  children learn and practice new skills
• 87 of families indicate that their childrens
  preschool program has done an excellent or good
  job at encouraging them to be actively involved
  in their childrens education
• 85 of families rated their childrens preschool
  program as doing an excellent or good job of
  including them as full partners in making
  decisions about their childrens education

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Other Outcomes for CPP Children
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Other Outcomes for CPP Children
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Other Outcomes for CPP Children
Based on the 89 of school districts
participating in CPP who have CPP graduates
old enough to take the third grade CSAP.
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Longitudinal Data
Reading
Writing
Reading
Math
Writing
Math
Science
Science
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Longitudinal Data
Reading
Math
Writing
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Next Steps for Data and Evaluation

• Continue to track all CPP children long-term
  using their State-assigned Student IDs (SASID)
• Length of participation in CPP
• Moves between districts
• Graduation rates
• Grade retention rates
• Placement rates in special education
• Analyze the full relationship with CSAP, CBLA,
  and other assessments and impact of program
  quality

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Colorado Preschool Programs Impact

• Increased capacity to serve at-risk populations
  in Colorado to prepare 21st Century learners
• Improved ability to assess children from
  preschool entry to preschool exit, and beyond
• Improved ability to track family outcomes and lay
  a foundation for continued family involvement in
  schooling
• Documented statewide how quality preschool
  narrows the achievement gap, with lasting effects
  throughout school

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• Children are not entitled to their starting
  place in life. Some enter the schoolhouse with a
  wealth of knowledge about numbers and print and
  colors. Others come with empty pockets, gnawing
  hunger, and little understanding of the things
  that contribute to success in school. Because of
  their birth, some find the road to school a bit
  steeper, the challenge greater, the odds bleaker.
  Because of the impoverishment of their families,
  the instability of their home, or for other
  reasons beyond their control, many enter the
  starting gate at a disadvantage.
• -P-3 Successful Practices A Guide to
  Curriculum, Instruction, and Assessment
  (CDE, 2008)