The relationship between adopted curriculum implementation and Early Childhood Outcome Indicators performance

The purpose of this study was to see if a correlation existed between the implementation of a state-adopted prekindergarten curricula and increased performance at the exit level on the Early Childhood Outcome Indicators. Information was also gathered to determine if the curricula selected included opportunities for young children with disabilities to participate in activities that support the four characteristics in early childhood that are associated with later self-determination. Those characteristics are (a) making-choices, (b) problem-solving, (c) self-regulation, and (d) engagement. Additionally, data were collected to determine the district’s self-report on the type of training utilized to provide staff development on the adopted curricula and also the fidelity of implementation. This information was collected through a survey of the 1,043 school districts in the state of Texas that were identified as serving students with disabilities in early education, prekindergarten and kindergarten. Of those surveyed, 95 districts responded. Those districts were then provided a demographic ranking of (a) rural, (b) township, (c) suburban, or (d) urban though the use of the ProximityOne database hosted by the United States Department of Education National Center for Education Statistics.

Data were then requested through a Public Information Act Request to the Texas Education Agency (TEA). Summary Statements of Performance from the 2012-2013 State Performance Plan (SPP) Indicator 7 were requested for each of the 95 responding districts. Data from the information received from TEA, the ProximityOne rankings, and the survey responses were analyzed using analysis of variance and Eta-Squared coefficients to determine the impact of the four curricular components identified with later self-determination and the final SPP 7 exit results. A Chi-Square and Phi coefficient were utilized to analyze the specific preschool adoptions across demographic rankings. Districts’ self-report of types of training utilized for professional development and fidelity of implementation were analyzed using t-Tests.

Subsequently, implications of the data analyzed were discussed. A summary of findings was reviewed and limitations of the study were reported. Finally, implications for future research were reviewed.