Evaluation of Delaware Stars for Early Success: Final Report

Karoly, Lynn A.; Schwartz, Heather L.; Setodji, Claude Messan; Haas, Ann C.

doi:10.7249/rr1426

Cited by 3 publications

(2 citation statements)

References 14 publications

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“…An assessment by UN Women in 2019 found that although the adoption of the strategy elevated and established Roma issues on the political agendas of central and local institutions, the strategy suffered due to its top-down nature and lack of data, consultation and analysis. Weak coordination, lack of leadership and oversight, and low prioritization and budget allocation also contributed to the strategy and action plan's underachievement (Karoly et al, 2019).…”

Section: Ukraine National Strategy On Romamentioning

confidence: 99%

Further into the Margins: A regional report on Roma communities displaced by the Ukraine crisis

Iyer

2023

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This research report examines the experiences of Roma communities who have been displaced by the war in Ukraine. Roma in Ukraine and in Europe have historically faced discrimination and prejudice due to widely held stereotypes among the non-Roma majority. This report highlights how Roma internally displaced persons and refugees are discriminated against, and how, whereas many Ukrainian refugees have been welcomed with open arms in European countries, the same welcome has not been extended to Roma. The report also highlights the role of Roma-led organizations in supporting displaced Roma and reinvigorating the fight for the rights of Roma communities.

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Section: Ukraine National Strategy On Romamentioning

confidence: 99%

Further into the Margins: A regional report on Roma communities displaced by the Ukraine crisis

Iyer

2023

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“…There are a number of studies that examine associations among aggregate quality ratings from QRIS, which typically average multiple indicators of quality (e.g., child-adult ratio, global environment) across multiple classrooms into one rating. Across a number of different state QRIS, there is little evidence of associations between quality ratings and children's outcomes (Karoly, Schwartz, Setodji, & Haas, 2016;Sabol, Hong, Pianta, & Burchinal, 2013;Sabol et al Thornburg et al, 2009;Zellman, Perlman, Le, & Setodji, 2008). However, it is unclear whether average center quality on each of the quality measures included in the QRIS ratings relates to children's outcomes.…”

Section: Relation Between Center-/classroom-level Quality In Head Stamentioning

confidence: 99%

Are All Head Start Classrooms Created Equal? Variation in Classroom Quality Within Head Start Centers and Implications for Accountability Systems

Sabol¹,

Ross²,

Frost

2019

American Educational Research Journal

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Most accountability policies monitor Head Start quality at the center level by selecting a subset of classrooms within a center to represent quality. This study explores variation in classroom quality in Head Start and implications for accountability systems and children’s well-being. We find that one third to one half of the variation in quality was due to differences between classrooms within center and that 37% of centers would receive different accountability decisions depending on which classrooms were selected. Average center-level quality was not related to children’s development. However, differences in within-center classroom instructional quality were related to children’s academic and social skills. Findings suggest that accountability systems miss important variation in classroom quality within centers, which may lead to inaccurate high-stakes decisions.

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