Evaluation of the Kindergarten Readiness Partnership & Innovation Grants

Authors

Beth L. Green, Portland State UniversityFollow
Lindsey Brianna Patterson, Portland State UniversityFollow
Mackenzie Morris, Portland State University
Lindsey Anne Cochran, Portland State UniversityFollow
Callie H. Lambarth, Portland State University

Sponsor

Funding provided by the Oregon Early Learning Division, July 2014-June 2017

Document Type

Report

Publication Date

8-2015

Subjects

Readiness for school -- Oregon -- Grants and awards -- Evaluation, Kindergarten -- Oregon, Early childhood education

Abstract

In July 2014, Oregon’s Early Learning Division provided first-time funding for sixteen communities across the state to implement Kindergarten Readiness Partnership & Innovation (KRPI) projects. The KRPI projects share the common goal of improving children’s school readiness and, ultimately, improving school success and reducing the achievement gap. To achieve these goals, grantees were given considerable local flexibility to implement innovative approaches in one or more of the following areas:

1. Supporting kindergarten readiness skills and smooth transitions to kindergarten;

2. Increasing family engagement in children’s learning and connecting families and schools;

3. Providing professional development to early learning and/or elementary school professionals to improve knowledge and skills; and/or

4. Increasing alignment, connection, and collaboration in the prenatal to Grade 3 (P-3) system.

All grantees were also expected to work toward addressing achievement gaps for underrepresented children, including those with special needs, Dual Language Learners, and/or children from low income or racial/ethnic minority backgrounds. Across the sixteen grantees, a variety of different strategies and interventions were selected and implemented. Portland State University was contracted to conduct an evaluation of the KRPI initiative, with a focus on documenting and describing the types of innovations delivered, early program outcomes, and lessons learned from the first year of implementation. The evaluation took a multi-level, mixed-methods approach that included:

Developing web-based reporting tools, including:

• Service reporting tools to track the types of events and interventions used;
• Demographic and background characteristics of participants; and
• Frequency of participation by early learning and elementary school professionals, families, and community partners;

Outcome tools designed to capture short-term outcomes for three primary types of interventions:

• Kindergarten Transition programs
• Cross-Sector Professional Development activities; and
• Family Engagement activities;

Interviewing 28 key stakeholders representing the 16 communities to document key project successes, challenges, and lessons learned; and conducting five site-specific “mini evaluations” that allowed a more in-depth evaluation of selected grantee projects.

Description

This is the Oregon Early Learning Division Kindergarten Readiness Partnership & Innovation Grants Year 1 Evaluation Report, July 1, 2014-June 30, 2015, from the Evaluation of the Kindergarten Readiness Partnership & Innovation Grants project at the Center for Improvement of Child and Family Services, Portland State University.

The 2014-2015 Executive Summary and Family Engagement Self-Assessment Tool are included here as supplemental files.

Persistent Identifier

http://archives.pdx.edu/ds/psu/21161

Citation Details

Beth L. Green, Lindsey Patterson, Mackenzie Morris, Lindsey Cochran, and Callie Lambarth. "Oregon Early Learning Division Kindergarten Readiness Partnership & Innovation Grants Year 1 Evaluation Report, July 1, 2014-June 30, 2015," Center for Improvement of Child and Family Services, Portland State University (2015)