learning through evaluation
Evaluation is central to the Superintendents' Early Childhood Plan. What we learn—both about the process of implementing this approach and the impact it is having on children, families, and schools—will help us know what parts of the plan are most effective and can be leveraged most successfully in a variety of settings across Nebraska and beyond.
The evaluation study was conducted jointly by the University of Nebraska ΜΆ Lincoln’s Center for Research on Children, Youth, Families, and Schools, and the Interdisciplinary Center for Program Evaluation of the Munroe-Meyer Institute at the University of Nebraska Medical Center, and the Buffett Early Childhood Institute. Research in the report was supported by the Learning Community Coordinating Council and the Buffett Institute.
2022-23 Evaluation Report
The report looked at the eighth year implementation of the Superintendents' Plan. This year's evaluation employed a new strategy based on the findings of a landscape assessment completed in 2021-22. The evaluation was grounded in a value-engaged approach with primary outcomes of focus on program improvement and program quality assessment. A combination of assessments and methodologies were used to evaluate the collaborative relationship between BECI and school districts as well as district-level and school-level changes. Specific focus included components of School as Hub, home visiting, school supports for PreK to Grade 3 families, educator professional development, and change in educator practice.
This year's report and evaluation offers an evolution of how we report on the previous school year's implementation: the 2022–23 annual report, produced by the Buffett Institute, summarizes programmatic highlights and key learnings from the school year. The evaluation report, produced by the Munroe-Meyer Institute at the University of Nebraska Medical Center, provides details of the individual evaluation activities that occurred throughout 2022–23.
Annual report (download PDF)
Evaluation report (download PDF)
2021-22 Evaluation Report
The report looked at the seventh year implementation of the Superintendents' Plan. Highlights: The Superintendents’ Plan focused on building relationships with school staff, children, and families in metro Omaha in 2021–22 and helping schools navigate COVID-19 pandemic disruptions that led to staff shortages, challenging student behaviors, and setbacks in academic progress. The evaluation found positive signs of progress: families felt engaged and welcomed at their schools, principals and teachers received beneficial support and coaching, and families and principals valued home visitation programs. As a result of feedback collected from superintendents and other partners, 2021–22 served as a transition year in preparation for the next phase of the Superintendents’ Plan, allowing school leaders to analyze their early childhood needs and plan for the future. The transition year provided an opportunity to integrate feedback, current research, and evidence from the first seven years of implementation to help shape the program moving forward.
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2020-21 Evaluation Report
The report looked at the sixth year implementation of the Superintendents' Plan. Highlights: Home visiting and personal visit participation has remained stable despite the pandemic. Efforts to engage families are increasing and many of the visits took place virtually; family engagement, as connected to interaction with the home visitor, was rated in the “good” range in both the fall and spring; parent-child interaction reflected that most parents involved in the home visiting evaluation were interacting with children in ways that supported early learning; families perceived relatively high levels of engagement with schools, though families’ assessment of school engagement decreased during the pandemic; family interviews showed that parents were positive about home visiting and family facilitation services to the family; the majority of children enrolled in home visiting were developing typically, according to parents; academic achievement in Kindergarten through Grade 3 was assessed using school-based assessments in fall, winter, and spring. On average, children’s reading and math achievement status were slightly below the expected levels and varied by family and child demographics related to income, race, and ethnicity; executive functioning in PreK–Grade 3 was in the average range; schools are continuing to advance School as Hub principles (quality, continuity, and equity) through coaching and professional learning, by strengthening and building relationships with families and parents, and by bringing an equity lens to practices and policies.
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News Release
2019-20 Evaluation Report
The report looked at the fifth year implementation of the Superintendents' Plan. Highlights: Efforts to engage families are increasing and shifted to virtual home visiting in the spring of 2020; family engagement reflects quality relationships between home visitors and families; parent-child interaction reflected that most parents involved in the home visiting evaluation were interacting with children in ways that supported early learning; families reported relatively high levels of engagement with schools; classroom quality has improved over the first five years of the full implementation and was significantly higher in 2019-20 relative to 2015-16 for classroom organization, instructional quality, and emotional support; on average, children’s reading and math achievement status were slightly below expected levels and varied by family and child demographics related to income, race, and ethnicity, while student growth in these areas was slightly above expected levels and also varied by income, race, and ethnicity; school and district leadership have shifted their perspectives to integrating a birth-Grade 3 approach to learning, with increased ownership of School as Hub, greater engagement with families, and a growing value for community partnership; school leadership has been instrumental in responding to the pandemic to provide instructional supports for families.
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2018-19 Evaluation Report
The report looked at the fourth year implementation of the Superintendents' Plan. Highlights: Classroom quality has increased significantly over the course of four years; home visiting has been an area of intensive effort and increasing staff support will impact even more children; family partnerships are increasing as schools continue to shift their perspectives related to engaging families from birth; implementation insights show principals recognize the importance of building relationships one family at a time and family-school partnership work is valued and evolving.
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Matthew Hansen Column
2017-18 Evaluation Report
The report looked at the third year implementation of the Superintendents' Plan. Highlights: Classroom interactions and instruction are improving; children in home visiting whose home language is Spanish show increases in language development (with greater gains associated with more home visits); language development improved for children in PreK through Grade 3, with greater gains for low-income and Hispanic children; early educational achievement increased over time, with greater gains for children who are black and children whose home language is Spanish; home visiting is reaching families with greater needs; families are increasing their access to supports that help reduce stress; schools are learning to welcome and engage families in meaningful and inclusive ways.
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2016-17 Evaluation Report
The report looked at the second year implementation of the Superintendents' Plan. Highlights: Children made progress; quality of teacher-child instructional interactions increased; families experienced high levels of support; and schools focused more on family partnerships.
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Learn more about the Superintendents' Early Childhood Plan.