Finding Rigor Within a Large-Scale Expansion of Preschool to Test Impacts of a Professional Development Program

Abstract

Achieving high-quality preschool at scale is challenging; to do so likely entails a combination of program standards, teacher qualifications and compensation, on-site quality monitoring, and professional development (PD). This study aims to examine the impact of investments in PD within the context of an expansion of universal preschool in one of the nation’s largest school districts. We leverage the opportunity provided by a “natural experiment” to estimate PD’s effects that embeds an evidence-based math curriculum in interdisciplinary units of study with coaching support on teacher math practices. A total of 95 schools participated in this study (51 treatment and 44 comparison schools). Treatment sites implemented more teacher-led math activities for a longer period compared to control sites. The size and magnitude of the impacts of a curriculum and PD program implemented at scale were comparable to results from studies of small-scale efficacy trials.

Investing in Early Childhood Development in Preschool and at Home

“…The effect sizes were relatively large (with ESs = 0.95-2.73 standard deviations across measures). These at-scale results are noteworthy, given that teacher attendance at the trainings was relatively low compared with prior effectiveness trials (Rojas et al 2020). However, and perhaps most importantly, the PD had no discernible impact on the quality of the math activities that were offered.…”