Descriptive Analysis of Teachers&apos; and Parents&apos; Perceptions of the Virtual Prekindergarten Program and Learning Gains in HISD Early Childhood Centers and School-Based Programs Compared to Charter and Magnet Schools, 2020-2021. Research Educational Program Report
Author: Graham, Georgia
Date: 2021-09-30
Type: Reports - Research
Subjects: Preschool Education,Child Care Centers,Magnet Schools,Charter Schools,Teacher Attitudes,Parent Attitudes,COVID-19,Pandemics,School Closing,Distance Education,Educational Technology,Technology Uses in Education,Academic Achievement,Achievement Gains,Preschools,Preschool Children,School Districts,Parent Role,Enrollment Trends,Student Characteristics,Institutional Characteristics,Preschool Teachers,Language Proficiency,Reading Skills,Mathematics Skills,Technological Literacy,Barriers,Expectation,English Language Learners

School districts altered instructional delivery from solely in-person to a combined virtual/in-person model in the 2020-2021 school year in response to the COVID-19 pandemic. The Houston Independent School District (HISD) offered in-person and virtual instruction to early learners at school-based programs (SBP), early childhood centers (ECC), and charter/magnet schools. The analyses were conducted across the three campus types (SBP, ECC, and charter/magnet). Descriptive analyses were performed using enrollment trends, teachers' and parents' perceptions of HISDs virtual prekindergarten program compared to charter and magnet schools, and student performance. Students' academic growth was measured using beginning-of-year and end-of-year academic performance on the CIRCLE language and literacy and mathematics assessments in the 2020-2021 school year. The analysis showed a decrease of 28.4 percentage points in the number of prekindergarten students in the district. Of those enrolled in the prekindergarten program, 50.1 percent were learning in person, 28.7 percent learned virtually, and 21.2 percent alternated between virtual and in-person. Teachers with prior experience had higher mean ratings for using technology for virtual instruction and supporting parents with accessing virtual learning tools. A higher percentage of teachers at ECCs reported using technology in the classrooms before the implementation of the virtual learning model (96.2%) compared to teachers at SBPs (87.8%) and charter/magnet schools (81.4%). Parents' and teachers' perceptions of students' academic progress in the 2020-2021 school year varied by campus type. A lower proportion of teachers at ECCs reported a high confidence level that their students would make academic progress (41.2%) compared to ECCs (52.2%) and charter/magnet schools (63.6%). However, a higher proportion of parents whose child attended an ECC reported their child's school performance was much better/better than expected compared to parents of prekindergartners at SBPs (66.7%) and charter/magnet schools (50.5%). Prekindergarten students who learned in person showed a higher increase in academic performance on CIRCLE language and literacy and mathematics assessments compared to virtual learners. [Cover title: &quot;Descriptive Analysis of Teachers' and Parents' Perceptions of Virtual Prekindergarten Program and Learning Gains among Prekindergarten Children in HISD, 2020-2021.&quot;]