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Early Childhood Education Institute Jeannine Rainbolt College of Education, The University of Oklahoma - Tulsa website wordmark
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Three boys play with building blocks in a classroom.

School Experiences and Early Development (SEED) Study Continuation

From 2016 to 2023, the ECEI partnered with researchers from Georgetown University to conduct a longitudinal study of young children in Tulsa over the past seven years. We followed a cohort of 1,500 children from age three to fourth grade. We continue to publish and present publications and research briefs about the results of this phase of the study.

A variety of child assessments and classroom observations were used for this study. The child assessments, such as the Woodcock-Johnson, the CELF, and the NIH Toolbox, focus on the children’s emergent literacy and math, language, and self-regulation skills. Classroom observations, such as the CLASS and COPTOP,  examined classroom interactions and teacher-child relationships. In addition, teachers provided feedback on each child, and parents completed questionnaires regarding their child’s early experiences including child care history, household stability, and financial strain. We ralso focused on the effects of the COVID-19 pandemic on children, families, and teachers.

For the continuation of the study as children moved into 5th grade, the data collection work transitioned to Mathematica. April Dericks, the previous project director on the study, is acting as a Transition Coordinator to assist with the transfer of the project to Mathematica. The continuation will follow the same cohort of children to 8th grade.

Our SEED research team has published multiple briefs from results of the study. You can read the briefs here.

A word from Dr. Deborah Phillips, Georgetown University Psychology Professor