"Every Child Ready": Exposure to a Comprehensive Instructional Model Improves Students' Growth Trajectories in Multiple Early Learning Domains

The current study investigates the impact of Every Child Ready (ECR), a comprehensive instructional model that includes: "What to teach, how to teach and how to know instruction is effective." The ECR instructional model is designed to provide high quality instruction to children via a pla...

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Bibliographic Details
Main Authors Carlson, Abby G, Curby, Timothy W, Brown, Chavaughn A, Truong, Felicia R
Format Report
LanguageEnglish
Published 08.03.2017
Subjects
At Risk Students
Charter Schools
Comparative Analysis
Conventional Instruction
Core Curriculum
Disadvantaged Youth
Early Childhood Education
Faculty Development
Instructional Effectiveness
Language Skills
Literacy
Mathematics Skills
Preschool Children
Pretests Posttests
Quasiexperimental Design
Statistical Analysis
Student Evaluation
Teaching Methods
Urban Schools
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Summary:The current study investigates the impact of Every Child Ready (ECR), a comprehensive instructional model that includes: "What to teach, how to teach and how to know instruction is effective." The ECR instructional model is designed to provide high quality instruction to children via a play-based, thematic curriculum. Participants include 1,538 three- and four-year-olds attending 18 different public charter schools in high need neighborhood in an urban setting. Analyses were conducted to examine performance on measures of language and literacy and math for students who attended schools that implemented the ECR instructional model and schools that implemented "business as usual" instruction. Baseline equivalency analyses that use the treatment indicator to predict all pretest measures and background characteristics in a multilevel model were conducted to ensure equivalence between the two groups in this quasi-experimental design. Growth models estimated using Mplus7 indicate that students who participated in the ECR instructional model improved at a greater rate than their non-ECR peers in the areas of math (1.5 months higher over the course of the year), literacy (1.1 months higher over the course of the year), uppercase letter identification (.8 months higher over the course of the year), and name writing (2 months higher over the course of the year). Findings suggest that exposure to the full ECR instructional model result in improved student outcomes across multiple early learning domains.