Indiana’s commitment to early childhood education is evident through its ongoing efforts to understand and improve the landscape of child care programs across the state. To gain valuable insights into the effectiveness and quality of these programs, Early Learning Indiana (ELI) commissioned the National Institute for Early Education Research (NIEER) to conduct a comprehensive landscape evaluation. This evaluation, spanning from the spring of 2021 to the summer of 2022, provides crucial research-based information for Indiana programs and policymakers alike. It delves into the quality of early care and education programs and the developmental growth of the children they serve, answering the critical question: How Are Indiana Child Care Programs Evaluated?
This extensive study involved a sample of 321 classrooms within 206 programs throughout Indiana, and assessed the developmental progress of 715 infants, toddlers, and preschoolers in these settings. The primary focus was to understand how various program components influence overall program quality across different types of early care and education programs in the state. Furthermore, the evaluation aimed to document the developmental growth of the children participating in these programs, encompassing 223 infants and toddlers and 492 preschoolers.
The evaluation employed rigorous, standardized methods to assess both program quality and child development. To measure program quality, independent assessments were conducted over two time periods, from 2021 to 2022. These assessments sought to understand the learning environments children were experiencing. For child development, the study utilized a set of standardized child assessments specifically designed to measure learning across various domains relevant to children aged birth to five. These assessments are psychometrically valid and proven to be effective in discerning effects in intervention studies. Domains covered included receptive vocabulary, literacy, and externalizing behaviors.
Alt text: Trained observer using assessment tool to evaluate teacher-child interactions in an Indiana early childhood classroom.
Despite the challenges posed by the pandemic during the evaluation period, the study revealed important findings. Notably, the quality of the environments, as observed through independent assessments, remained stable from 2021 to 2022. The evaluation highlighted that, on average, children in the sampled programs were in environments characterized by warmth, care, and support. This is a testament to the dedication of early childhood educators in Indiana. However, the evaluation also pinpointed areas needing improvement. A consistent finding across all age groups was the presence of low levels of language and instructional support observed over time. This suggests a need to enhance strategies and resources focused on enriching language development and instructional practices in Indiana’s early childhood settings.
In terms of child development, the study found positive trends in some areas and areas needing greater attention in others. On a positive note, children across all enrollment locations and center types demonstrated significant growth in receptive vocabulary. This indicates that Indiana’s early childhood programs are contributing to children’s language acquisition foundational skills. However, the evaluation also revealed that literacy development lagged for all children, regardless of their enrollment location. This finding underscores the critical need to prioritize and strengthen literacy-focused activities and resources within early childhood programs throughout the state. Furthermore, the study indicated that children showed overall improvements in externalizing behaviors, suggesting positive social-emotional development within these programs.
Alt text: Young child participating in a standardized assessment to evaluate receptive vocabulary skills as part of Indiana early childhood program evaluation.
Considering these findings, the NIEER report emphasizes several key policy implications and recommendations for Indiana. To effectively support children’s healthy growth and development, the report strongly recommends that the state equip all educators with the necessary tools. This includes providing enriched and culturally responsive curriculum and instructional resources that are tailored to meet the diverse needs of Indiana’s young learners. Effective assessments are also crucial, not just for measuring progress, but also to drive instructional improvements at both the classroom and individual child levels. Sustained professional development for educators is highlighted as essential to ensure they are equipped with the latest knowledge and skills to support young children. Finally, the report stresses the importance of actionable data for continuous improvement, enabling programs and policymakers to make informed decisions to enhance the quality and impact of early childhood education in Indiana.
In conclusion, the NIEER landscape evaluation provides a valuable framework for understanding how Indiana child care programs are evaluated. It offers a detailed look into program quality and child development outcomes, highlighting both strengths and areas for growth. By focusing on continuous improvement informed by rigorous evaluation and research-based recommendations, Indiana can further strengthen its early childhood programs and ensure all children have the opportunity to thrive.
