Are Parents’ Ratings and Satisfaction with Preschools related to Program Features? Mar 19, 2018 By Daniel W. PlayerDaphna BassokAnna J. MarkowitzMichelle Zagardo Are Parents’ Ratings and Satisfaction with Preschools related to Program Features? This study examines whether parents’ overall satisfaction with their child’s early childhood education (ECE) program is correlated with a broad set of program characteristics, including (a) observational assessments of teacher-child interactions; (b) structural features of the program, such as teacher education and class size; (c) practical and convenience factors (e.g., hours, cost); and (d) a measure of average classroom learning gains. It then describes associations between parents’ evaluation of specific program characteristics and externally collected measures of those features. Leveraging rich data from a sample of low-income parents whose 4-year-olds attend publicly funded ECE programs, we find little correspondence between parents’ evaluations of program characteristics and any external measures of those same characteristics. We discuss policy implications, especially in light of recent federal and state informational initiatives, which aim to help families make informed ECE choices. AERA Open AERA Open Areas of focus Education Daniel W. Player Dan Player is an associate professor of public policy at the Frank Batten School of Leadership and Public Policy. His research focuses on issues in education policy. His work has examined questions such as how teacher ability is recognized and rewarded in schools, whether teacher performance predicts turnover, and how teachers respond to working conditions. Read full bio Daphna Bassok Daphna Bassok is the Batten Bicentennial Associate Professor of Early Childhood Education at the University of Virginia and associate director of EdPolicyWorks, a collaboration between the School of Education and Human Development and the Frank Batten School of Leadership and Public Policy. Her research focuses on early childhood education policy and efforts to improve early childhood education at scale, particularly policies aimed at supporting the early childhood education workforce. Read full bio Anna J. Markowitz Michelle Zagardo Related Content Daniel W. Player Measuring the Quality of Teacher-Child Interactions at Scale: The Implications of Using Local Practitioners to Conduct Classroom Observations Research Identifying and Predicting Effective Leader Practices: Examining Principal Experience and Prior Roles Research The importance of leadership in schools is substantiated, and we know that effective leaders call upon certain practices to influence student achievement. What remains less clear is how the professional backgrounds of educators may influence effective leader practice. Batten Faculty Recognized for Excellence in Teaching, Service, Research and Engagement News This academic year, Batten School professors won a slew of internal and external recognitions for excellence in teaching, service, research and engagement. New Batten and School of Education Program Helps Virginia Schools Respond to the Pandemic News Students in the inaugural class of Ed Policy Associates are collaborating with Virginia policymakers on vital research, and gaining vital experience at the same time. Daphna Bassok Hard-to-staff centers: Exploring center-level variation in the persistence of child care teacher turnover Research High rates of teacher turnover in child care settings have negative implications for young children's learning experiences and for efforts to improve child care quality. Prior research has explored the prevalence and predictors of turnover at the individual teacher level, but less is known about turnover at the center level––specifically, how turnover varies across child care centers or whether staffing challenges persist year after year for some centers. This study tracks annual turnover rates for all publicly funded child care centers that were continuously operating in Louisiana from the 2015-16 to 2018-19 school years. Measuring the Quality of Teacher-Child Interactions at Scale: The Implications of Using Local Practitioners to Conduct Classroom Observations Research Batten Faculty Recognized for Excellence in Teaching, Service, Research and Engagement News This academic year, Batten School professors won a slew of internal and external recognitions for excellence in teaching, service, research and engagement. Small Students, Big Opportunities News Working in partnership with policymakers, Professor Daphna Bassok aims to provide long-term solutions to real-world problems for America's youngest learners.
Daniel W. Player Dan Player is an associate professor of public policy at the Frank Batten School of Leadership and Public Policy. His research focuses on issues in education policy. His work has examined questions such as how teacher ability is recognized and rewarded in schools, whether teacher performance predicts turnover, and how teachers respond to working conditions. Read full bio
Daphna Bassok Daphna Bassok is the Batten Bicentennial Associate Professor of Early Childhood Education at the University of Virginia and associate director of EdPolicyWorks, a collaboration between the School of Education and Human Development and the Frank Batten School of Leadership and Public Policy. Her research focuses on early childhood education policy and efforts to improve early childhood education at scale, particularly policies aimed at supporting the early childhood education workforce. Read full bio
Measuring the Quality of Teacher-Child Interactions at Scale: The Implications of Using Local Practitioners to Conduct Classroom Observations Research
Identifying and Predicting Effective Leader Practices: Examining Principal Experience and Prior Roles Research The importance of leadership in schools is substantiated, and we know that effective leaders call upon certain practices to influence student achievement. What remains less clear is how the professional backgrounds of educators may influence effective leader practice.
Batten Faculty Recognized for Excellence in Teaching, Service, Research and Engagement News This academic year, Batten School professors won a slew of internal and external recognitions for excellence in teaching, service, research and engagement.
New Batten and School of Education Program Helps Virginia Schools Respond to the Pandemic News Students in the inaugural class of Ed Policy Associates are collaborating with Virginia policymakers on vital research, and gaining vital experience at the same time.
Hard-to-staff centers: Exploring center-level variation in the persistence of child care teacher turnover Research High rates of teacher turnover in child care settings have negative implications for young children's learning experiences and for efforts to improve child care quality. Prior research has explored the prevalence and predictors of turnover at the individual teacher level, but less is known about turnover at the center level––specifically, how turnover varies across child care centers or whether staffing challenges persist year after year for some centers. This study tracks annual turnover rates for all publicly funded child care centers that were continuously operating in Louisiana from the 2015-16 to 2018-19 school years.
Measuring the Quality of Teacher-Child Interactions at Scale: The Implications of Using Local Practitioners to Conduct Classroom Observations Research
Batten Faculty Recognized for Excellence in Teaching, Service, Research and Engagement News This academic year, Batten School professors won a slew of internal and external recognitions for excellence in teaching, service, research and engagement.
Small Students, Big Opportunities News Working in partnership with policymakers, Professor Daphna Bassok aims to provide long-term solutions to real-world problems for America's youngest learners.