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research and results > Educare Implementation Study

Educare has tracked program quality and child and family outcomes with the Educare Implementation Study since 2005. Every Educare School participates in this study as part of its ongoing program operation and improvement efforts. We partner on the study with researchers from the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill and local research institutions in Educare communities.

The Implementation Study:

  1. Provides program staff with information for continuous program improvement and families with information to help them better support their children’s learning

  2. Provides information about how well the Educare Learning Network as a whole and individual schools in particular are making progress toward the goal of implementing Educare’s core domains of practice

  3. Evaluates the progress children and families are making longitudinally while in Educare

The evaluation also provides policymakers, practitioners, funders and others in the early childhood field with hard evidence to demonstrate the impact of high-quality early learning experiences for low-income children and families.


  • The majority of Educare children enter kindergarten ready for school.

  • The age at which children enter Educare is related to their later achievement scores—and the earlier the better.

  • High-needs children, including children with limited English proficiency, who enroll in Educare as infants or toddlers enter kindergarten ready for school and score within their developmental range on assessments of both cognitive and social-emotional skills.

  • The language and school readiness scores of Educare children far exceed typical achievement levels for children living in low-income households.   

To learn more about the Educare Implementation Study, please read our National Research Agenda for Early Education (requires Adobe Acrobat Reader) and Demonstrating Results. (requires Adobe Acrobat Reader)

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