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Study of Coaching Practices in Early Care and Education Settings, 2016 - 2019

Project Overview

The study will explore

  • how coaching practices are implemented  in early care and education (ECE) classrooms serving children supported by Child Care and Development Fund (CCDF) subsidies or Head Start grants.
  • how core features of coaching vary by key contextual factors
  • which core features are ripe for more rigorous evaluation.

Tasks will include establishing an empirically supported conceptual model for how core features may contribute to desired changes in teacher knowledge and practice, designing and conducting a descriptive study to examine the occurrence and variability of coaching features in ECE classrooms, and conducting case studies to examine program or systems-level drivers of coaching and the features being implemented.

Data collection includes web surveys with administrators, providers, teachers, and coaches working in 60 center-based programs and 40 family child care homes. The study team will also conduct in-depth case studies in 12 sites, including qualitative interviews with early childhood education directors, coaches, teachers, and family child care providers as well as observations of coach-teacher interactions. The study findings will provide the basis for a rigorous evaluation of the core features of coaching while also improving coaching practices in the field.

This contract was awarded to Mathematica Policy Research in Partnership with Child Trends and the Children’s Learning Institute at the University of Texas Health Sciences Center at Houston.

The Point of Contact is Wendy DeCourcey.