PDG PROGRESS UPDATE 1

PRESCHOOL DEVELOPMENT GRANTS

PROGRESS UPDATE

Preschool Development Grants

Eighteen Preschool Development Grant (PDG) states have used funding to 

substantially expand and increase access to high-quality programs for 4-yearolds from low to moderate income families. Data from grantees, covering the 

period January 1 to December 31 of 2018, indicates over 2,700 additional eligible 

children received services. This increased the total number of children served and 

benefiting from high quality preschool programs from 34,000 in 2015 to 52,717 

children in 2018 in 319 high-need communities. A total of 2,179 providers served 

children through a variety of strategies identified in the graph below.

FUNDING FOR NEW AND IMPROVED SLOTS

(Total 52,717)

4,000

2,000

6,000

10,000

8,000

12,000

14,000

16,000

18,000

0

AL AZ AR CT IL LA ME MD MA NJ NY RI TN MT VT VA

1,015

NV

3,023

4,915

1,001

434

4,485

743

1,987 2,466

1,080

3,821

446

3,770

FUNDING FOR NEW AND IMPROVED SLOTS

(Total =52,717)

New slots are those in which PDG funds are used alone, with Head Start funds, or with other funding besides existing state 

preschool funds. An improved slot is one which is funded using PDG funds and existing state preschool funds to meet the 

definition of high-quality preschool programs.

16,639

3,074

HI

229

2,862

727

Funded with PDG and funding other than Head Start and existing state preschool funds

Funded with PDG and Head Start

Funded with PDG and existing state preschool funds

Funded only with PDG

New Slots

Improved Slots

METHODS STATES USED TO IMPROVE PRESCHOOL SERVICES 

States reported using multiple strategies to improve 27,848 slots in 2018.

Louisiana, for example, improved their slots through job-embedded coaching, 

access to comprehensive services, and other improvements aligned with the 

state’s quality rating and improvement system. Nevada improved its 3023 seats 

by expanding hours to full day, limiting class size and reducing child to staff 

ratio, employing and compensating a teacher with a bachelor’s degree, providing 

in-service, evidence based professional development and providing comprehensive 

wrap around services. The chart below reflects the main strategies used by states.

Half-Day to Full-Day

Limiting Class Size and Decreasing Child to Staff Ratios

Employing and Compensating a Teacher with a Bachelor’s Degree

Providing In-Service, Evidence-Based Professional Development Such as Coaching

Providing Comprehensive Services

12%

17%

31%

61%

63%

0

Percentage

10 20 30 40 50 60 70

MEETING TARGET LEVELS

States reported serving a significant 

number of children targeted for 

services, with an emphasis on 

recruitment in the local communities.

Maryland exceeded its targets for 

overall slots in all four years of the 

grant. Virginia served a total of 

3,770 children, an increase of 20 

percent above Virginia’s original 

goal of 3,139 new and improved 

preschool slots. Overall, more than 

25% of the states exceeded their 

targets to serve an additional 2,917 

children.

RAISING THE BAR 

ON QUALITY

52,717 additional children 

benefited from quality initiatives 

through a variety of strategies 

used by grantees. All states have 

instituted practices keeping with 

well-established Early Childhood 

Education (ECE) quality standards 

including full day services, 

evidence-based curricula, 

teachers receiving comparable 

and equitable salaries to local 

K-12 staff, comprehensive

services for children, community

partnerships, and the inclusion of

children with disabilities.

The Preschool Development Grants (PDG) program is a discretionary grant program jointly administered by the U.S. Departments of Education (ED) and Health and Human 

Services (HHS). Eighteen states were awarded funding through a competitive grants process including five Development Grants states (Alabama, Arizona, Hawaii, Montana, 

and Nevada) and thirteen Expansion Grants States (Arkansas, Connecticut, Illinois, Louisiana, Maine, Maryland, Massachusetts, New Jersey, New York, Rhode Island, Tennessee, 

Vermont, and Virginia). Data for this Progress Update is as of December 1, 2018.
PDG PROGRESS UPDATE 2

STATE GRANTEES ARE ADVANCING EARLY LEARNING REFORMS

States have established unique and innovative practices using PDG, state and local funds to strengthen and sustain their PDG 

services. States are merging PDG funds with a multitude of funding sources to create initiatives to build stronger systems to support 

children and families. A table summarizing several key reforms in these areas is presented below.

Expanding State 

Infrastructures

Workforce Development Birth to Grade 3 Alignment Partnerships with Families

Illinois and Tennessee used 

funds to explore, develop 

and implement statewide 

policies and strategies to build 

and enhance state and local 

systems.

Alabama, Arizona, and

Hawaii have established creative 

and supportive solutions and 

partnerships to strengthen and 

support the availability of a strong 

and capable workforce.

New York, Maine, and New Jersey

are bringing together early childhood 

and early elementary programs 

to align standards, curricula and 

assessments to build stronger and 

more coherent systems of learning.

Connecticut, Montana, and

Arkansas have designed family 

engagement processes to 

support families’ well-being and 

connections to school.

MEETING THE NEEDS OF A DIVERSE GROUP OF CHILDREN AND FAMILIES

STATE GRANTEES DISTRIBUTION OF FUNDS TO 

EXPAND PRESCHOOL IN MULTIPLE SETTINGS

PDG funds are being used to expand preschools in multiple 

settings, including public and private schools, Head Start 

centers, community and faith-based settings. The graph below 

depicts the number of settings being used in local PDG sites.

Public School

Public Charter School 

Private School 

(Faith-Based)

Private School 

(Non Faith-Based)

Head Start 

Community-Based 

(Faith-Based)

Community-Based 

(Non Faith-Based) 

Tribe or Indian

College, University or 

Vocational/Technical 

Family, Friend or Neighbor 

Other

2486

59

82

90

24

31

274

355

9

3 4

STATE GRANTEES ARE SERVING MULTIPLE 

CRITICAL POPULATIONS 

The graph below reflects the diverse population of children that 

have access to high quality preschool programs. 9,467 (18%) 

of the children served in PDG states were English Language 

Learners. 8,024 children or 15% were served in mixed age 

classrooms; 12,333 (43%) children were served in economicallydiverse classrooms. (The data reflects children that may fit in 

multiple categories).

0 2,000 4,000 6,000 8,000 10,000

511

367

9,467

1,021

3,451

467

Who Reside on Indian Lands

Who are from Migrant Families

Who are English Learners

Who are Homeless

Who are in the Child Welfare System

Who are from Military Families

ADDRESSING INCLUSION TO SUPPORT CHILDREN WITH DISABILITIES

The data from state subgrantees show programs continued to 

strengthen their capacity to support children with disabilities. 344 

or 58% of the subgrantees reported that they met or exceeded 

their respected required state target to serve children with 

disabilities in inclusive setting, an increase of nearly 10% from 

2017. Vermont’s inclusion practices contributes to approximately 

21% of the children in their PDG classrooms identified with 

a disability. Rhode Island created a report that tracks initial 

screening to IEP implementation date to provide needed services 

at a faster rate. The rate of inclusion for each grantee is presented 

in the table to the right.

SUPPORTING CHILDREN’S SCHOOL READINESS

State grantees used Kindergarten Entry Assessments to determine 

children’s readiness for kindergarten. Nine states used a sampling 

to determine readiness; eight states assessed all of their children 

in PDG classrooms. (One state is field testing a new assessment 

and did not report). The overall average of children who are ready 

for kindergarten is 71.37%. Massachusetts’ analysis indicates a 

literacy achievement gap of 15 points has been closed in PDG 

classrooms.

PERCENTAGE OF SUBGRANTEES MEETING OR 

EXCEEDING THE HIGHER OF THE NATIONAL OR 

STATE AVERAGE FOR INCLUSION*

AL AZ AR CT IL LA ME MD MA NJ NY RI TN VT VA HI MT NV

100

80

60

40

20

0

60.87% 61.76%58.82% 61.54%

50.00%

68.00%

38.50%

78.57%

25.00%

87.50%

40.00%

68.00%

75.00% 76.47%

46.15%

0%

68.18%

75.00%

* This bar graph considers both the national and state averages, selects which one is higher, and uses the selected higher average 

as the basis for determining whether a state did or did not exceed it.

PERCENTAGE OF CHILDREN WHO ARE READY 

FOR KINDERGARTEN

AL AZ AR CT IL LA ME MD MA NJ NY RI TN VT VA (sampling)HI MT NV (all)

100

80

60

40

20

0

72.50%

87.00%

AZ

(all)

97.30%94.30% 94.30%

HI (sampling)

88.00%

16.40%

53.70%

65.40%

46.00%

62.20%

72.10%

88.10%

44.20%

79.50%

63.30%

76.20%

88.10%

67.50%
PDG PROGRESS UPDATE 3

Table 1: Total Slots for All Communities in the State

(Corresponds with Section C – NIA Part A.1: Table A(1)(b) Total Slots for All Communities in the State)

State

New Slots 

Funded Only 

with PDG Funds

New Slots Funded 

with PDG and 

Head Start Funds

New Slots Funded 

with PDG and Other 

Funds (not Head Start)

Total New Slots

Improved Slots Funded 

with PDG and Existing 

Preschool Funds

Total New and 

Improved Slots

Alabama 0 123 1,555 1,678 14,961 16,639

Arizona 2,540 284 250 3,074 0 3,074

Arkansas 1,381 0 0 1,381 1,481 2,862

Connecticut 419 18 0 437 290 727

Hawaii 229 0 0 229 0 229

Illinois 2,745 2,129 0 4,874 41 4,915

Louisiana 992 0 0 992 992 1,001

Maine 149 262 0 411 0 434

Maryland 1,265 244 0 1,509 2,976 4,485

Massachusetts 561 95 87 743 0 743

Montana 352 663 0 1,015 0 1,015

Nevada 1,247 341 208 1,796 1,227 3,023

New Jersey 921 222 152 1,295 692 1,987

New York 2,466 0 0 2,466 0 2,466

Rhode Island 1,080 0 0 1,080 0 1,080

Tennessee 1,440 0 0 1,364 2,457 3,821

Vermont 0 0 0 0 446 446

Virginia 1,323 162 0 1,485 2,285 3,770

Total 19,110 4,543 2,252 25,829 27,848 52,717
PDG PROGRESS UPDATE 4

Table 2: Method for Improved State Preschool Program Slots

(Corresponds with Section C – NIA Part A.1: Table A(2) Method for Improved State Preschool Slots)

State Half-Day to 

Full-Day

Limiting Class Size 

and Decreasing 

Child to Staff Ratios

Employing and 

Compensating a Teacher 

with a Bachelor's Degree

Providing In-Service, 

Evidence-Based Professional 

Development Such as Coaching

Providing 

Comprehensive 

Services

Alabama 0 0 4,518 16,639 16,639

Arizona 1 – – – – –

Arkansas 1,481 1,481 1,481 1,481 1,481

Connecticut 113 N/A 709 727 727

Hawaii 0 360 360 360 3,600

Illinois 41 0 0 0 41

Louisiana – – – 3,107 3,107

Maine 0 0 0 0 0

Maryland 1,710 36 42 68 1120

Massachusetts 2 0 0 0 0 0

Montana 1,015 1,015 1,015 1,015 1,015

Nevada 1,776 3,023 2,942 3,023 3,023

New Jersey 131 532 312 687 617

New York – 2,466 2,466 2,466 2,466

Rhode Island1 – – – – –

Tennessee 0 0 3,392 3,112 3,392

Vermont 0 256 350 336 424

Virginia – 21 – 2,285 2,221

TOTAL 6,267 9,190 17,587 35,306 39,873 

________

1 Arizona and Rhode Island: All slots are new; none are improved according to the PDG definition. 

2 Massachusetts: The PDG program in MA does not have any improved slots. However, in classrooms with blended funding, funds were used to extend the length of the day and year (Head Start) and provide 

coaching, fund additional educator compensation and add comprehensive services.
PDG PROGRESS UPDATE 5

Table 3: Program Settings

(Corresponds with Section C – NIA Part A.1: Table A(4) Program Settings)

State Public 

School

Public 

Charter 

School

Private 

School 

(FaithBased)

Private 

School 

(Non 

FaithBased)

Head 

Start

CommunityBased 

Provider 

(FaithBased)

CommunityBased 

Provider 

(Non FaithBased)

Tribe 

or 

Indian

College, 

University or 

Vocational/

Technical 

School

Family, 

Friend or 

Neighbor 

Provider

Other Total

Alabama3 805 – 32 69 102 – 24 – 11 – 2 1,045

Arizona 132 6 6 N/A 11 1 21 1 N/A 3 N/A 181

Arkansas 186 2 0 0 2 0 0 0 5 0 0 195

Connecticut 31 – – – 2 – 22 – – – – 55

Hawaii – 18 – – – – – – – – – 18

Illinois4 205 – – 5 2 – 2 – 4 – 2 220

Louisiana 34 4 – – 4 – 30 – – – – 72

Maine 35 2 – – – 0 – – – – 37

Maryland 145 2 2 0 25 5 65 0 0 0 – 244

Massachusetts5 3 N/A N/A 1 6 N/A 32 N/A N/A N/A 5 47

Montana 26 0 0 0 26 0 0 24 0 0 0 76

Nevada 114 13 5 7 23 – 7 – 3 – – 172

New Jersey 155 0 0 0 19 0 9 0 0 0 0 183

New York 95 – – 1 20 2 89 – 4 – – 248

Rhode Island 17 N/A N/A N/A 22 N/A 21 N/A N/A N/A N/A 60

Tennessee 220 12 0 3 0 1 23 0 2 0 0 261

Vermont 38 0 0 0 10 0 10 0 0 0 0 58

Virginia6 245 N/A 0 4 N/A N/A N/A N/A 2 N/A N/A 251

TOTAL 2,486 59 45 90 274 9 355 25 31 3 9 3,423

________

3 Other = Military child development.

4 Public School = Number of classrooms was determined by enrollment. The classrooms in City of Chicago SD 299 are blending and braiding fund sources to improve access and quality. Other - Regional Office of 

Education.

5 Public School = One classroom in Holyoke moved out of a public school classroom into a Head Start program in the fall of 2017. HeadStart - One classroom in Holyoke moved out of a public school classroom into a 

Head Start program in the fall of 2017. Two smaller classrooms at a Head Start were consolidated into one larger one in the fall of 2018. Community-based Provider (Non Faith-based) One classroom in Springfield 

moved out of the public school run early childhood center into a community-based site in the fall of 2017. Other - Springfield Public Schools manages a city-owned site that it leases to multiple community-based ECE 

providers. This site also contains some Springfield Public Schools Prekindergarten classrooms. One classroom in Springfield moved out of the public school run early childhood center into a community-based site in the 

fall of 2017.

6 Private School (Non Faith-based) = Fairfax (2), Richmond (2); College, University, or Vocational/Technical School = Norfolk (1), Richmond (1)
PDG PROGRESS UPDATE 6

Table 4: Student Demographic Information

(Corresponds with Section C – NIA Part A.1: Table A(3)(a) Demographic Information)

State With 

Disabilities

Who 

Reside 

on Indian 

Lands

Who are 

from 

Migrant 

Families

Who are 

English 

Learners

Who are 

Homeless

Who are 

in the 

Child 

Welfare 

System

Who are 

from 

Military 

Families

Who are 

Served in 

Mixed Age 

Classrooms

Who are Served in 

Economically Diverse 

Classrooms (Families 

with Incomes Above 200% 

Federal Poverty Level)

Alabama7 1,138 0 – 921 142 188 36 0 1,454

Arizona 356 87 133 1,307 26 1,195 15 737 811

Arkansas 313 0 13 645 10 19 13 778 734 

Connecticut 69 0 22 178 12 44 3 240 240 

Hawaii 13 0 0 12 15 3 0 14 14 

Illinois 560 0 0 1,447 189 93 26 786 303 

Louisiana 81 0 9 102 33 146 13 0 39 

Maine 62 0 3 31 4 5 2 0 402 

Maryland 223 0 11 186 55 551 18 133 1,589 

Massachusetts 12 0 12 241 30 32 4 198 28 

Montana 108 393 3 6 51 30 5 512 307 

Nevada8 341 31 146 719 194 736 109 2,847 1,065 

New Jersey 303 0 0 607 27 16 8 600 1,349 

New York 200 0 0 871 93 120 55 78 1,876 

Rhode Island9 125 0 7 214 10 90 7 0 312 

Tennessee 222 0 0 940 52 107 8 463 1,426 

Vermont 94 0 1 27 16 56 17 202 208 

Virginia 239 NA 7 1,013 62 20 128 436 176 

TOTAL 4,459 511 367 9,467 1,021 3,451 467 8,024 12,333 

________

7 ELL = any home language that is not equal to English. Child Welfare system equals children in foster care. Unable to report migrant at this time.

8 1) 25 children were missing demographics data. 2) English learners are based on the primary language other than English. 3) 13 children with unknown diabilities. Students served in the Mixed Age classroom are 

calculated based on the presence any child in the classroom who were age 3 or 5. Economically Diverse number is based on PDG children that are enrolled in classrooms that have braided funding.

9 Rhode Island does a lottery based system, although through recruitment works to ensure we have applications from the neediest children and families. 
PDG PROGRESS UPDATE 7

Table 5: Number of Eligible Children with Disabilities Served by High Quality Preschool Programs

(Corresponds with Section C – NIA Part A.1: Table A(3)(c) Eligible Children with Disabilities Served by the Grant)

State

Number of Eligible 

Children with Disabilities 

Served by the High-Quality 

Preschool Programs 

funded by this grant and 

served by Subgrantee

Number of Eligible 

Children 

served in the High-Quality 

Preschool Programs 

funded by this grant and 

served by Subgrantee

Percent of Eligible Children 

with Disabilities Served in 

the High-Quality Preschool 

Programs funded by 

this grant and served by 

Subgrantee

Alabama 1,138 16,639 6.8%

Arizona 356 3,074 11.6%

Arkansas 313 2,862 10.9%

Connecticut 68 727 9.4%

Hawaii 13 229 5.7%

Illinois 560 4,915 11.4%

Louisiana 81 1,001 8.1%

Maine 79 434 18.2%

Maryland 223 4,485 5.0%

Massachusetts 12 743 1.6%

Montana 108 1,015 10.6%

Nevada 341 3,023 11.3%

New Jersey 303 1,987 15.2%

New York 200 2,466 8.1%

Rhode Island 125 1,080 11.6%

Tennessee 222 3,821 5.8%

Vermont 94 446 21.1%

Virginia 239 3,770 6.3%

Total 4,475 52,717
PDG PROGRESS UPDATE 8

Table 6: Number and Percentage of Subgrantees Reported as Meeting and/or Exceeding the Higher of the National or State Average for Inclusion

(Corresponds with Section C – NIA Part A.1: Table A(3)(c) Eligible Children with Disabilities Served by the Grant and Subgrantee)

State

Number of 

Subgrantees 

Reporting Data 

Serving Children 

with Disabilities

Number of Subgrantees 

Reported as Meeting and/

or Exceeding the higher 

of the National or State 

Average for Including 

Children with Disabilities

Number of Subgrantees 

Reported as not Meeting 

and/or Exceeding the 

Higher of the National or 

State Average for Including 

Children with Disabilities

Percentage of 

Subgrantees 

Reported as Meeting 

and/or Exceeding 

the National or 

State Average

Alabama 254 123 131 48.43%

Arizona 68 42 26 61.76%

Arkansas 17 7 10 41.18%

Connecticut 13 8 5 61.54%

Hawaii 12 2 10 16.67%

Illinois 25 17 8 68.00%

Louisiana10 16 4 12 25.00%

Maine 14 11 3 78.57%

Maryland 56 14 42 25.00%

Massachusetts 5 0 5 0.00%

Montana 22 12 10 54.55%

Nevada 16 12 4 75.00%

New Jersey 16 14 2 87.50%

New York 5 2 3 40.00%

Rhode Island 23 14 9 60.87%

Tennessee 4 2 2 50.00%

Vermont 17 13 4 76.47%

Virginia 13 5 8 38.46%

Total 596 302 294 50.67%

________ 

10 Not all subgrantees in Louisiana reported.
PDG PROGRESS UPDATE 9

Table 7: Student Demographic Information – Ethnicity

(Corresponds with Section C – NIA Table A.1: Table A(3)(b) Demographic Information - Ethnicity)

State

American 

Indian or 

Alaska Native

Asian

Native 

Hawaiian/Other 

Pacific Islander

Black or 

African 

American

Hispanic/

Latino

White, Not 

Hispanic 

Two or 

More Races Total

Alabama11 100 108 8 6,833 1,206 7,146 787 16,188

Arizona 154 48 31 268 1,896 508 169 3,074

Arkansas12 27 70 75 1,493 646 933 149 3,393

Connecticut 6 23 5 169 219 193 112 727

Hawaii 2 18 106 4 44 26 29 229

Illinois 19 109 6 2,146 2,244 293 98 4,915

Louisiana 4 17 1 718 117 320 96 1,273

Maine – 3 2 47 7 361 14 434

Maryland 35 99 11 1,919 1,279 754 388 4,485

Massachusetts13 2 52 0 178 444 35 14 725

Montana 419 1 1 1 43 514 36 1,015

Nevada14 58 43 45 506 1,216 695 434 2,997

New Jersey 5 108 3 477 802 455 137 1,987

New York 41 212 12 474 1,233 418 76 2,466

Rhode Island 4 47 8 169 399 368 85 1,080

Tennessee 9 103 2 2,273 722 562 150 3,821

Vermont 1 12 0 18 11 380 24 446

Virginia 12 118 9 1,988 1,015 509 119 3,770

TOTAL 898 1,191 325 19,681 13,543 14,470 2,917 53,025 

________

11 451 did not report.

12 The current data management system allows families to select more than one race/ethnicity.

13 Data is missing on 18 children so the numbers do not equal the total number of children enrolled..

14 26 student with unknown races.
PDG PROGRESS UPDATE 10

Table 8: Supporting Children’s School Readiness

(Corresponds to GPRA 1(c) Percentage of Children Ready for Kindergarten)on C – NIA Table A.1: Table A(3)(b) Demographic Information - Ethnicity)

State

Actual Number of 

Children Served 

by the Grant

Number of 

Children Served 

by the Grant that 

are Ready for 

Kindergarten

Percent of 

Children Served 

by the Grant that 

are Ready for 

Kindergarten

Number of 

Children Sampled 

by the Grant

Number of 

Children Sampled 

by the Grant that 

are Ready for 

Kindergarten

Percent of 

Children Sampled 

by the Grant that 

are Ready for 

Kindergarten 

Alabama15 15,240 9,621 63.1% 0 0 0.0%

Arizona 2,872 2,364 82.3% 305 266 87.0%

Arkansas 2,785 2,785 100.0% 2,785 0 –

Connecticut16 721 0 0.0% 0 0 0.0%

Hawaii 241 216 89.6% 258 227 88.0%

Illinois 4,029 804 20.0% 4,029 0 –

Louisiana 1,275 0 0.0% 525 282 53.7%

Maine 464 284 – – – –

Maryland17 4,263 0 – 1,676 771 46.0%

Massachusetts 763 – – 488 372 76.2%

Montana 1,000 0 – 783 583 74.5%

Nevada18 2,588 0 – 2,711 1,829 67.5%

New Jersey 1,929 1,236 64.1% 0 0 –

New York19 2,371 0 – 1,991 1,435 72.1%

Rhode Island20 1,080 952 88.1% – – –

Tennessee21 3,740 1,689 45.2% 3,740 0 –

Vermont 448 – – 283 225 79.5%

Virginia 3,454 0 – 1,398 885 63.3%

TOTAL 49,263 19,951 78.96%22 10,418 6,875 70.78%23

________ 

15 Alabama does not use sampled data.

16 CSDE has not field tested the new KEA; therefore there is no data available. Evaluation data will be collected to rectify this problem under a contract with PEER @ Yale.

17 Due to legislation in Maryland regarding assessments, LEA’s now have the option to assess all kindergarten students using the KRA or a representative sample. Therefore not all of the PDG students were given the KRA. In year 

two, 8 out of 24 school districts chose to assess all kindergarten students using the KRA. In year three, 12 out of 24 school districts chose to assess all kindergarten students. In year four, 14 out of 24 school districts chose to 

assess all kindergarten students.

18 We are braiding funding and are unable to pull out kids that are receiving only PDG funds. The Kindergarten entry scores are incomplete, so the PreK post scores were used to determine the Kindergarten readiness. 

19 NY state does not currently mandate a State’s Kindergarten Entry Assessment, therefore K readiness was determined by which child met or exceeded the 4 year old benchmarks for each domain. 

20 We don’t have a way to extrapolate school readiness data for just PDG chidlren, rather the percentages are based on the State pre-k Kids across these providers/subgrantees. This data is reported for the Spring of 2018.

21 All students in kindergarten students in PDG districts participated in the KEI implementation and no sample was used.

22 Average in states where all PDG children were assessed.

23 Average in states where a sampling was used.