Research Education Facet Area of Focus - Research Christopher J. Ruhm Craig Volden Bala Mulloth Eileen Chou Benjamin Castleman Sarah Turner Edgar O. Olsen Sophie Trawalter Benjamin Converse Christine Mahoney Timothy Wilson Adam Leive James H. Wyckoff William Shobe Charles Holt Daniel W. Player Harry Harding Jay Shimshack Jeanine Braithwaite John Pepper Richard Bonnie David Leblang John Holbein Leora Friedberg Molly Lipscomb James Savage Sebastian Tello Trillo Frederick P. Hitz Gabrielle Adams Gerald Warburg Isaac Mbiti Paul S. Martin Raymond C. Scheppach Ruth Gaare Bernheim Andrew S. Pennock Gerald Higginbotham Jazmin Brown-Iannuzzi Jennifer Lawless Michele Claibourn Noah Myung Philip Potter (-) Daphna Bassok Facet People - Research EdPolicyWorks: Center for Education Policy and Workforce Competitiveness Facet UVA Partner - Research Published Research Education Hard-to-staff centers: Exploring center-level variation in the persistence of child care teacher turnover Authors: Daphna Bassok, Justin B. Doromal, Laura Bellows, Anna J. Markowitz 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. Learn more Working Paper Education Measuring the Quality of Teacher-Child Interactions at Scale: The Implications of Using Local Practitioners to Conduct Classroom Observations Authors: Daniel W. Player, Daphna Bassok, Bridget K. Hamre, Virginia E. Vitiello, Amanda P. Williford Learn more Published Research Education Are Parents’ Ratings and Satisfaction with Preschools related to Program Features? Authors: Daniel W. Player, Daphna Bassok, Anna J. Markowitz, Michelle Zagardo 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. Learn more Published Research Within-and Between-Sector Quality Differences in Early Childhood Education and Care Authors: Daphna Bassok, Maria Fitzpatrick, Erica Greenberg, Susanna Loeb 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. Learn more Published Research Education The Effects of Universal State Pre-Kindergarten on the Child Care Sector: The Case of Florida’s Voluntary Prekindergarten Program Authors: Daphna Bassok, Luke Miller, Eva Galdo Over the past two decades states have drastically increased their investments in pre-kindergarten programs. One major question about state investments in early childhood education programs is to what extent these initiatives create new child care options rather than crowd-out existing private child care options. Learn more
Published Research Education Hard-to-staff centers: Exploring center-level variation in the persistence of child care teacher turnover Authors: Daphna Bassok, Justin B. Doromal, Laura Bellows, Anna J. Markowitz 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. Learn more
Working Paper Education Measuring the Quality of Teacher-Child Interactions at Scale: The Implications of Using Local Practitioners to Conduct Classroom Observations Authors: Daniel W. Player, Daphna Bassok, Bridget K. Hamre, Virginia E. Vitiello, Amanda P. Williford Learn more
Published Research Education Are Parents’ Ratings and Satisfaction with Preschools related to Program Features? Authors: Daniel W. Player, Daphna Bassok, Anna J. Markowitz, Michelle Zagardo 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. Learn more
Published Research Within-and Between-Sector Quality Differences in Early Childhood Education and Care Authors: Daphna Bassok, Maria Fitzpatrick, Erica Greenberg, Susanna Loeb 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. Learn more
Published Research Education The Effects of Universal State Pre-Kindergarten on the Child Care Sector: The Case of Florida’s Voluntary Prekindergarten Program Authors: Daphna Bassok, Luke Miller, Eva Galdo Over the past two decades states have drastically increased their investments in pre-kindergarten programs. One major question about state investments in early childhood education programs is to what extent these initiatives create new child care options rather than crowd-out existing private child care options. Learn more