Paper/Report

Early Learning Standards: Results from a National Survey to Document Trends in State-Level Policies and Practices

Type: 
Paper/Report
Author/Presenter: 

Catherine Scott-Little, Jim Lesko, Jana Martella, Penny Milburn

Year: 
2007
Abstract: 

Data from a national survey are presented to illustrate trends in how states have developed and implemented early learning standards within the past four years. Results indicate that almost all states have developed early learning standards for prekindergarten-age children, and the number of states that have developed infant-toddler early learning standards has increased markedly. States have used a variety of strategies to support teachers in their use of early learning standards, and a number of states have or are developing monitoring systems to gauge the extent to which programs are using the standards. The authors discuss the implications of trends in early learning standards for early childhood policies and practices. 

Development and psychometric validation of the Family Outcomes Survey-Revised

Type: 
Paper/Report
Author/Presenter: 

Bailey, D.B., Raspa, M., Olmstead, M.G., Noval, S.P., Sam, A.M., Humphreys, B.P. Journal of Early Intervention, 33 (1):6-23.

Year: 
2011
Abstract: 

There are few psychometrically valid scales which exist to assess family outcomes and the helpfulness of early intervention. In this article, the authors describe the development and psychometric properties of the Family Outcomes Survey-Revised. This revision was prompted by three needs: 1. to create a new format that would be easier for parents to understand; 2. to revise and expand the survey items to provide more information for states to use in planning for program improvement; and 3. to demonstrate acceptable psychometric properties. Input from stakeholders as well as experts was used to identify concepts and develop candidate items. Data from a web-based survey conducted with families in two states were then used to assess the psychometric properties of candidate items. These activities produced a revised survey, whose sound psychometric integrity can be used to document family outcomes and identify areas for possible program improvement.

Cost-effectiveness and efficacy of programs

Type: 
Paper/Report
Author/Presenter: 

Hebbeler, K., & Spiker, D. (2011). Cost-effectiveness and efficacy of programs. In C.J. Groark (Series Ed.) & S. Eidelman (Vol. Ed.), Early childhood intervention: Shaping the future for children with special needs and their families, three volumes: Vol. 1 (173-207). Santa Barbara, CA: ABC-CLIO, Praeger.

Year: 
2011
Abstract: 

Provides a brief summary of terms and analyses used in determining costs and cost-efficiency in early intervention services. The authors then address what is known about efficacy, effectiveness, and cost-effectiveness of services to young children with disabilities. Lastly, future trends and the need for information to make good decisions about programs and services is discussed.

Considerations Related to Developing a System for Measuring Outcomes for Young Children with Disabilities and Their Families

Type: 
Paper/Report
Author/Presenter: 

The Early Childhood Outcomes Center

Year: 
2004
Abstract: 

This document presents a framework for thinking about the key considerations related to the development of a system for measuring outcomes. Examples of key decisions are presented. 

Comments from the Early Childhood Outcome Center on Proposed Indicators for Child and Family Outcomes

Type: 
Paper/Report
Author/Presenter: 

The Early Childhood Outcomes Center

Year: 
2005
Abstract: 

This paper is a response to the Notice of Proposed Information Collection Requests published in the March 6, 2005 Federal Register. The ECO Center presents recommendations for revisions to the Office of Special Education Programs (OSEP) indicators to be requested by states as part of their Part C and Part B State Performance Plans (SPPs) and Annual Performance Reports (APRs). Recommendations are made in four indicator areas: 1) Child Outcomes for Part C; 2) Child Outcomes for Part B Preschool; 3) Family Outcomes for Part C, and 4) Family Outcomes for Part B Preschool. Recommendations are based on ECO Center work and input from stakeholder groups.

Child Outcomes Standards in Pre-K Programs: What Are Standards; What Is Needed To Make Them Work?

Type: 
Paper/Report
Author/Presenter: 

Elena Bodrova, Deborah Leong, and Rima Shore

Year: 
2004
Abstract: 

This policy brief by the National Institute for Early Education Research (NIEER) provides an overview of how the standards movement is being extended to preschool programs; describes child outcomes standards in relation to other types of standards and quality indicators; offers an overview of the conditions needed for standards to work; and describes the special considerations that must be taken into account if child outcome standards are to have a positive impact on preschool children and programs.

Assessment and Accountability for Programs Serving Young Children with Disabilities

Type: 
Paper/Report
Author/Presenter: 

Hebbeler, K., Barton, L.R., & Mallik, S. (2008). Assessment and accountability for programs serving young children with disabilities. Exceptionality, 16, 48-63.

Year: 
2008
Abstract: 

This article reviews issues related to the use of assessments in providing outcome data, discusses challenges in conducting valid assessments with young children for accountability purposes, and outlines decisions states must make related to assessment as they design and implement outcome measurement approaches. Considerations related to the use of standardized or curriculum-based measures are discussed, along with other choices related to the use of assessment for accountability.

Analysis Steps the Early Childhood Outcomes Center Used to Generate National Numbers for Categories A-E and the Summary Statements and Results

Type: 
Paper/Report
Author/Presenter: 

Lynne Kahn

Year: 
2011
Abstract: 

This paper presents background on the methodologies and processes used in determining the national results reported annually.

Accountability for Services for Young Children with Disabilities and the Assessment of Meaningful Outcomes: The Role of the Speech-Language Pathologist

Type: 
Paper/Report
Author/Presenter: 

Hebbeler, K. & Rooney, R. (2009). Accountability for services for young children with disabilities and the assessment of meaningful outcomes: The role of the speech-language pathologist. Language, Speech, and Hearing in Schools, 40, 446- 456.

Year: 
2009
Abstract: 

This article describes the federal accountability requirements related to young children with disabilities and the contribution of the speech-language pathologist (SLP) to provide these data through the use of authentic, functional assessments. The article summarizes recent state and federal developments related to assessment for accountability and draws on the recommendations of national organizations to underscore the importance of high-quality assessment for guiding practice and for documenting child outcomes for accountability. The widespread use of recommended practices for assessment will provide children, families, and practitioners, including SLPs, with the highest quality assessment information while providing states and the federal government with much-needed valid data on child outcomes for accountability purposes.

A Review of School Readiness Practices in the States: Early Learning Guidelines and Assessments

Type: 
Paper/Report
Author/Presenter: 

Child Trends

Year: 
2010
Abstract: 

The purpose of this factsheet is to document the various ways states and territories represent infants and toddlers in their early learning guidelines.

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