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Given the non random organization of existing assessments, can we design a study that would have a random group of programs with different demographics and levels of support that we assess and track over time

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What tools other than CLASS/ECERS could we use to assess quality? (What role could self-assessment play here?)

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Contextualizing Fuller & Jennings findings

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Contextualizing Fuller & Jennings findings

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- Kate's analyses
- Jill (from NYU) analyses of timing of CLASS
- "low hanging fruit" analyses that NYU or DECE has capacity to do in near term

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Additional analysis based on questions raised in the Princeton and Berkley papers

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Additional analysis based on questions raised in the Princeton and Berkley papers

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Run our own fuller-esque analysis of our data - looking at race

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Run our own fuller-esque analysis of our data - looking at race

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consider how we embed this in our regular working cycles

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Role of site support (ICs/SWs/PSSs) in "moving" quality

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Role of site support (ICs/SWs/PSSs) in "moving" quality

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Rethinking the way in which we collect quality data based on analyses conducted

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Rethinking the way in which we collect quality data based on analyses conducted

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Kate's analyses
Jill (NYU) analyses
New analyses conducted that reveal inability to assess inequities

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Could we include ICs/SWs data and family survey to our definition of "high-quality" early childhood to have a more comprehensive set of data?

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Expanding how we use PL to be more responsive to programs' needs

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Expanding how we use PL to be more responsive to programs' needs

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Case studies of programs that improved and how they did it to understand their trajectories

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Case studies of programs that improved and how they did it to understand their trajectories

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Contextualizing programs within broader systems

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Contextualizing programs within broader systems

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Deep dive into programs with varying levels of "quality"
Consider housing, health, policing, jobs, etc.
Intersections between programs and broader systems, structures, supports

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impact of curriculum choice on communities of color

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impact of curriculum choice on communities of color

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outcomes for kids, staff perception and utility

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How do sites experience assessments? How does this impact teachers/students? How do sites feel quality assessments are used to support them? Do sites feel assessments are fair and measure the right things?

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Diving into elements of our program support & curricular model

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Diving into elements of our program support & curricular model