Educare Randomized Control Trial and Follow-Up
The ECEI partnered with the University of North Carolina-Chapel Hill and researchers from four other sites across the country to conduct the Educare Randomized Control Trial. This study sought to evaluate the effectiveness of the Educare program by looking at the cognitive, language, social-emotional, and executive functioning abilities of child participants. Data were collected through direct child assessments, surveys, videotaped parent-child interaction observations, parent interviews, and observations of child care settings. Specifically, the study examined parenting practices and well-being of parents, along with the quality of care that children experience. The original study design and cross-site collaboration included a longitudinal follow-up of these families through age 5. This phase of the study ended in December 2017.
In the summer of 2015, the project received additional funds to follow children in their kindergarten through third grade years. The primary purpose of this phase of the project is to determine whether the children who have attended Educare continue to benefit from the services they received from the program. During this phase of the study the researchers conduct child assessments on each child during the fall and spring of each grade, which take place in various elementary schools across Oklahoma. Additionally, researchers are gathering classroom observation and school records data in order to account for differences in school settings, as well as parent surveys, teacher surveys, and principal surveys. Current child assessments include the Bracken assessment of School Readiness (fall of Kindergarten only), the Peabody Picture Vocabulary Test, the Woodcock-Johnson III, and the Child School Liking and Avoidance Questionnaire. The battery of assessments also includes two distinct measures of executive functioning seeking to measure memory recall and inhibitory control/cognitive flexibility- Memory for Digit Span and Head Toes Knees and Shoulders task respectively.
Principal Investigator is Diane Horm; Project Director is Melissa Acton; Research Associates are Anne Perrine and Ashley Gallagher.