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 Areas of focus Education Daniel W. Player Dan Player’s research is focused 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 an Associate Professor of Education and Public Policy at the University of Virginia and is also the Associate Director of EdPolicyWorks a joint collaboration between the Curry School of Education and the Frank Batten School of Leadership and Public Policy. 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. 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 Measuring the Quality of Teacher-Child Interactions at Scale: The Implications of Using Local Practitioners to Conduct Classroom Observations Research Within-and Between-Sector Quality Differences in Early Childhood Education and Care Research This study leverages nationally representative data (N ≈ 6,000) to examine the magnitude of quality differences between (a) formal and informal early childhood education and care providers; (b) Head Start, prekindergarten, and other center-based care; and (c) programs serving toddlers and those serving preschoolers. It then documents differences in children’s reading and math skills at age 5 between those who had enrolled in formal and informal settings. Coronavirus and Schools: Reflections on Education One Year into the Pandemic News One year ago, the World Health Organization declared the spread of COVID-19 a worldwide pandemic. Batten's Daphna Bassok and fellow experts examine how the pandemic upended the education landscape in the past year, what it’s taught us about schooling, and where we go from here. 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.