We have extensive experience evaluating project-specific evaluations to complex and integrated programs.
The evaluation measured outcomes related to teachers’ professional development, family involvement, and child performance on language and literacy and other school readiness measures.
ECA spearheaded the program evaluation using a control group design and offered a unique monthly program called Data Days, which empowered teachers to interpret and use data to improve student outcomes, teacher knowledge and skills and classroom quality.
In partnership with an urban school system, ECA designed and evaluated a U.S. Department of Education Foundations for Learning Grant.
This 18-month project delivered to eligible children, adolescents and families an individualized, coordinated and accessible community system of care that fosters young children’s emotional, behavioral, and social development. The target population was low-income children ages 2 to 6 years with significant emotional and behavioral difficulties at risk for early school difficulty and academic failure.
The evaluation assessed the quality of program activities, and measured the program’s effectiveness in building collaboration, promoting professional development and systemic change, and achieving child, family, agency, and community outcomes.
ECA designed the training and conducted the evaluation for the Early Learning Opportunities (ELOA) Initiative, funded by the Administration for Children, Youth and Families.
ELOA, a competitive national program was designed to sustain and improve Community Partnerships for Children (CPC). The goals of the 18-month initiative were to promote early education by strengthening family interventions; to improve the quality of early education and the skills of early childhood professionals, and to foster collaboration.
Evaluation questions explored whether the program achieved literacy and social-behavioral outcomes for children, whether professional development and the Trainer of Trainers coaching model with Early Literacy Specialists resulted in better program quality, and whether the program made a difference in parent involvement in supporting their children’s development and school readiness?