Progress 10/01/03 to 09/30/06
Outputs
This study aimed to evaluate the impact of the New York State School Age Care Credential on school age care program quality and providers professional development. To accomplish these goals, 2 primary methods of data collection were used. First, observations of program quality were conducted using the School Age Care Environment Rating Scale, the Arnett Caregiver Interaction Scale and a qualitative scale of program quality. Seven data collectors were trained until they were at least 80 pct reliable on observation instruments with the project manager or training assistant. Pre- and post observations were then conducted in New York City and Albany with 37 SAC providers in 2004-2005. Twenty-two of the observed providers were enrolled in the SAC Credential program and 15 served as a comparison group who were not currently enrolled. Second, questionnaires were designed and distributed to SAC Credential program participants between 2002 & 2006. A total of 432 questionnaires
(pre n=291; post n=141) were gathered from SAC Credential participants throughout NY State. Questionnaires covered topics such as provider demographics, beliefs and attitudes about caring for children, knowledge about child development, and knowledge of and participation in the SACC program. Results from this work show that the typical participant in the SAC Credential program is female (86 pct), White (56 pct) and a Program Director or Site Coordinator (61 pct). About 45 pct of the school age care providers in the SAC Credential program are over age 40. Educational background varies with about 1/3 (31 pct) having a high school diploma, 46 pct with at least some college, and 21 pct with a college or graduate degree. Preliminary findings indicate that the NYS SACC program has a significant impact on school age care providers and program quality. Specifically, data from the first few years of the evaluation show that about 40 pct of providers received a raise as a result of earning
their credential. Of those who received a raise, 46 pct received a raise of at least $1. A little less than 1/3 of credential participants also changed job titles or took on new responsibilities (31 & 28 pct, respectively) as a result of becoming a Credential recipient. Nearly all participants (98 pct) would recommend the credential program to a SAC colleague. Preliminary findings also suggest that the NYS SACC training program has a positive impact on program quality. Specifically, overall SACERS scores jumped from 3.6 to 4.2 (with 3 being minimal and 5 being good quality) for the program participant group. The most significant changes were made on the space (p less than .01), activities (p less than .05), interaction (p less than .05) and program structure (p less than .05) subscales of the SACERS. In the comparison group, overall SACERS scores remained essentially unchanged (3.2 & 3.3 at Times 1 & 2, respectively). SACERS Subscale scores for the comparison group also stayed about
the same from time 1 to time 2. These findings should be interpreted with caution, however, as they are based on a small sample of SAC providers to date. A research brief to disseminate these findings is under development.
Impacts
Findings from this evaluation of the New York State School Age Care Credential Program suggest that this intensive new training program can have a positive impact on professional development and program quality. Specifically, upon receiving their credential, almost half of providers received a raise and nearly 1/3 changed their job title or took on new responsibilities. In addition, observational data suggest that program quality increases when providers participate in the credential training program. These increases are evident in the physical space, structure of a program, and teacher-child interactions. Significant differences were seen in each of these areas in a group of SAC Credential participants, but not in a comparison group of similar school age care staff not enrolled in the SAC Credential program. These findings are relevant to school age care front line workers who may participate in the Credential program in the future. They are also helpful for
school-age care trainers who continue to develop and implement the program. In addition, states or communities who may be developing similar training programs will find these results of use. Finally, these results are important for policy makers who develop and oversee regulations and funding for this kind of training opportunity. Ultimately, these results help to shape training opportunities for school age care providers, which in turn, lead to high quality programming that supports the optimal development of school age children.
Publications
- No publications reported this period
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Progress 01/01/05 to 12/31/05
Outputs
This project terminated on 12/31/05. The credential was developed, field-tested, and evaluated. Responsibility for maintaining the credential has been transferred to the New York State School-age Care Coalition. An article summarizing evaluation findings is currently in preparation (2006).
Impacts
The School-age Care Credential has been completed by over 150 professionals in New York over the past several years. New York is the only state to have developed such and educational credential, which has the potential to improve the quality of care in New York significantly. Whether this happens depends on the effectiveness of the NYS School-age Care Coalition and cooperation by the NYS Office of Children and Family Services.
Publications
- No publications reported this period
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Progress 01/01/04 to 12/31/04
Outputs
In the fall of 2003 and early spring 2004 measures were selected for conducting observations of school age care program quality. Selected measures include the School Age Care Environment Rating Scale, the Arnett Scale of Caregiver Interactions, and a qualitative scale of program quality. Questionnaires were also designed for school age program staff, including those participating in the New York State School Age Care Credential (SACC) program and a comparison group of providers not currently enrolled in the SACC program. These questionnaires included questions about provider demographics, beliefs and attitudes about caring for children, knowledge about child development, and knowledge of and participation in the SACC program. Director questionnaires were also designed in order to gather additional information about structural features of program quality (e.g. staff turnover and salaries). Questionnaires were distributed to school age staff and directors in spring
2004. In May 2004, 2 data collectors were trained to conduct observations of school age staff and programs using the selected measures. Data collectors were trained until they were at least 80% reliable with the project manager. Observations were conducted of 13 school age staff while at work in their programs in Rochester New York. Four of these staff were participants in the SACC program and 9 served as a comparison group of providers not currently enrolled in the SACC program. Observations were conducted at the end of the school year in late May and early June, 2004. Based on this spring pilot work, revisions were made to data collection instruments and procedures in the summer of 2004. Preparations were made to train data collectors and gather observational and questionnaire data in Albany, New York City, Poughkeepsie, and Long Island in fall 2004. These preparations included securing training facilities and practice sites, hiring data collectors, and recruiting SACC program and
comparison group evaluation participants.
Impacts
Results from the evaluation will be useful to developers of the SACC program as they make revisions and additions to the SACC program. In addition, those who train school age care providers (extension educators, child care resource and referral agencies, and state government offices providing funding for such training) will also find the results relevant to their efforts. Policy makers in New York and other states may use the results to inform state regulations and funding priorities in the area of school age care and education. For example, evaluation results documenting the prevalence of poor or mediocre school age programs may lead to stricter state regulations regarding training requirements for school age care providers. Similarly, evidence that participation in the SACC is associated with increased quality may encourage additional funding for expansion of the program. The goal of the SACC is to train school age care providers to nurture school age child
development through the provision of safe, developmentally appropriate care experiences. Thus we expect school age professionals to change their education and care practices on the job in order to better meet these goals. Increased training will also likely lead to decreased turnover rates in the field of school age care. In turn, we anticipate that overall school age program quality will increase in local communities. Higher quality school age programs will promote better social and cognitive development in 6 to 12 year old children.
Publications
- No publications reported this period
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