The Educare Chicago Research-Program Partnership and Follow-Up Study: Using Data on Program Graduates to Enhance Quality Improvement Efforts

Abstract

Early childhood education programs that have succeeded in raising the quality and outcomes of their programs have done so, oftentimes, by championing a culture of continuous improvement. This includes comprehensive formative evaluation and routines of data feedback and discussion that support teaching staff to use child growth and classroom quality data to inform daily instructional decisions and interactions with families. This article provides a case illustration of how leaders and staff at 1 high-quality early childhood education program (Educare Chicago) use data and feedback from graduate children and families to inform and drive continuous quality improvement through a Research-Program Partnership, which is a dynamic interchange between researchers, program leadership, and practitioners. Research Findings: This article focuses on the utilization of longitudinal Follow-Up Study data obtained from Educare Chicago children and families as they transitioned into the elementary school system to inform early childhood program quality enhancement efforts. Quantitative data on school type, school quality, and teacher ratings of children and parents are included. The utilization of findings from qualitative data obtained from parents and Educare program staff are also discussed. Practice or Policy: Follow-Up Study key findings and program responses are described, in addition to the role of the Research-Program Partnership in fostering both these exchanges and a deeper understanding of how to use data from program graduates and their families. Implications for program practices specific to children and families’ transition to kindergarten, early mathematics instruction, and family engagement are discussed.