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The TOP Early Learning Centers Longitudinal Study: Investigating the Process of Planning and Implementing an Effective Early Childhood Evaluation
Sprague-Jones, Jessica Perico, Shabrie London, Shala
Sprague-Jones, Jessica
Perico, Shabrie
London, Shala
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Abstract
The Opportunity Project (TOP) supports healthy, stable families and strong communities by providing low-income children access to affordable, full-day, year-round preschool. Public-private partnerships enable TOP to extend children’s learning time in preschool, benefiting those children with the greatest needs. Since 2007, researchers at Wichita State University have been tracking TOP graduates as they progress through elementary and middle school to demonstrate TOP’s effectiveness.
This case study aims to make more visible a strategy for building a longitudinal study to serve as a model for others in the field. To do so, we draw on two stages of data collection and analysis. In the first stage, we read and analyzed all evaluation reports from the TOP Longitudinal Study, including supporting materials such as survey instruments and background information on TOP. Secondly, we conducted semi-structured interviews with individuals who participated in the development of TOP Early Learning Centers and the TOP Longitudinal Research Project. Interview data was analyzed for key themes as well as factual information about how the study was designed and conducted. We conclude with a discussion highlighting four key features: (1) study participation rates, (2) targeted use of professional researchers, (3) strategic approach to data, and (4) commitment to demonstrating outcomes.
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Date
2026-02-01
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Center for Published Partnerships and Research, University of Kansas
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Keywords
Early childhood education, Preschool model, Longitudinal study, Cost analysis
Citation
Sprague-Jones, J., Perico, S., London, S., & Counts, J. (2016). The TOP Early Learning Centers longitudinal study: Investigating the process of planning and implementing an effective early childhood evaluation. Prepared by the University of Kansas Center for Public Partnerships and Research for the Kansas Children’s Cabinet and Trust Fund. https://hdl.handle.net/1808/36321