Program Review for Early Childhood
Program Review Framework & Criteria
I. Connection: From interest to application (Qualitative, program head and dean)
1) Please provide a description of any changes to the program since the last cycle and the appropriate updates to the catalog (general education changes, program requirement changes, ancillary program costs for students, hours/credits of credentials, etc.).
The last program review was completed in the Fall of 2015 and reflected work completed between Fall 2010 and Spring 2015. Since that time, many changes have occurred to the Early Childhood program that I will briefly detail here.
1) Fall 2016 included the following changes:
- PHCC adopted the Early Childhood AAS common degree curriculum that was being used across the state since 2008. This change updated the CHD/EDU curriculum as well as general education requirements to align with other VCCS early childhood programs.
- PH started offering the Infant and Toddler Care career studies certificate to meet the needs of Early Head Start programs in our area who require that credential.
2) Fall 2018 included the following changes:
- The curriculum was updated as we worked with four year universities to build a seamless transfer pathway that didn’t exist at the time. Credits were reduced from 67 to 62, and some CHD courses were cut so that more general education courses could be added.
- All classes began to utilize resources that were free or low cost to students in place of previously required textbooks.
- The name of the AAS degree was changed from Education Assisting to Early Childhood Development to align with the overall goal of the program as well as other AAS early childhood degree names across the VCCS.
2) How do students find out about the program? Please provide examples of advising activities, marketing materials, or other outreach and engagement events designed to recruit students to the program.
Fall 2016 - We were awarded the Davenport grant which included money for marketing. I worked with Randy Ferguson on several marking strategies including newspaper ads, a commercial, flyers that were delivered to local centers with cash themed candy, and geocaching. I also purchased pens, cups, hand sanitizer, and t-shirts with the PHCC ECE logo on them to give to perspective students. We still have some of these materials to use as needed for recruitment.
As part of the Davenport grant, PH was able to hire a navigator to support recruitment efforts as well as assist students with onboarding requirements such as applying to the college, financial aid, and scholarships. This is a part-time, 16 hours a week position.
Spring 2016 - I worked with Smart Beginnings to host a conference for local early childhood providers. We continued to offer this conference every spring where I have a vendor table, give presentations, and have opportunities to talk with perspective students about the program.
Other activities - I work with the career coaches to speak to local high school students. I serve on the local Head Start policy council, which allows me to make connections across the organization and speak to their employees.
II. Entry: From application to pathway entry (Qualitative, program head and dean)
1) Please provide a description of your program credentials and how they stack into one another.
Students begin with the 16 credit Early Childhood Instruction career studies certificate. This leads into the next step, a 31 credit Early Childhood Education certificate. Students then move into the 62 credit Early Childhood Development AAS. The required courses at each step build on the previous credential.
The Infant and Toddler Care career studies certificate has one course that does not fit into any other credential. We weren't able to get around that; however, since it was designed to meet the specific needs of a community partner.
Questions for consideration:
1.a. What is the employability (or transferability) of each credential?
Early Childhood Instruction CSC - An intro level credential that counts towards a Level 2 quality rating for centers who participate in the Virginia Quality Rating System.
Early Childhood Education Cert - Qualifies students to be a lead teacher in a local childcare center. This, along with at least one year of full-time experience in the field, qualifies students to be the director of a local center.
Early Childhood AAS - Qualifies students to be a lead teacher in a Head Start classroom or a teacher's assistant in a public school classroom. Students can also transfer to a participating four year university to earn their bachelor's degree and pre-k to 3rd grade teaching license.
Infant and Toddler Care CSC - Qualifies students to be a lead teacher in an Early Head Start classroom.
1.b. Do all credits from a sub-credential transfer into the parent credential?
Yes, with the exception of one class in the Infant and Toddler Care CSC.
1.c. What is the timeframe of completion for all credentials within the program (i.e. is the program setup to award sub-credentials prior to the parent credential)?
Yes, full-time students can complete the CSC in one semester, the Certificate in one year, and the AAS in two years. Part-time students take longer; however, they still work through the different credential levels.
2) Program enrollment, if applicable, disaggregated by specialization (Quantitative, IE)
| Credential | 14/15 | 15/16 | 16/17 | 17/18 | 18/19 | 19/20 | 20/21 |
| Infant & Toddler, CSC | -- | -- | HC: 4 FTE: 1.50 | HC: 5 FTE: 1.00 | HC: 2 FTE: 0.50 | HC: 1 FTE: 0.03 | |
| Early Childhood Inst, CSC | HC: 3 FTE: 1.23 | HC: 3 FTE: 1.03 | HC: 14 FTE: 14.43 | HC: 14 FTE: 4.57 | HC: 7 FTE: 1.13 | -- | HC: 1 FTE: 0.10 |
| Early Childhood Ed, Cert | HC: 23 FTE: 11.57 | HC: 11 FTE: 3.03 | HC: 20 FTE: 8.20 | HC: 24 FTE: 9.67 | HC: 10 FTE: 4.07 | HC: 15 FTE: 6.53 | HC: 12 FTE:5.43 |
| Early Childhood Dev, AAS | HC: 37 FTE: 20.30 | HC: 26 FTE: 13.47 | HC: 22 FTE: 13.13 | HC: 31 FTE: 17.67 | HC: 58 FTE: 36.63 | HC: 24 FTE: 10.73 | HC: 56 FTE:32.27 |
| Early Childhood Dev, AAS (New) | -- | -- | -- | -- | -- | HC: 30 FTE: 19.73 |
The change from old to new for the AAS happened when the degree name was changed from Education Assisting to Early Childhood Development. We were required to create a new code for the program and all students are now in the updated track.
Many students sign up for the AAS right away while others start with a certificate and complete a program change as needed. If a student knows they want to earn the full associates, I encourage them to choose the AAS when applying so they won’t need to complete the program change paperwork each time they move up. All students still apply for graduation with each credential once they meet those requirements.
Enrollment took a dip in 2015-2016; however, it has increased since then and stayed steady with head count numbers in the low to mid 70s the last three years shown in this chart. Many students in the program work full-time and take classes part-time; however, the chart demonstrates an increase in FTEs after the dip in 2015 and has been fairly steady in the last two years.
a. Annual program FTE and HC over the last review cycle (To include SCHEV program ratios and SCHEV class ratios)
As mentioned previously, enrollment took a dip in 2015-2016; however, it has increased since then and stayed steady with head count numbers in the low to mid 70s the last three years shown in this chart. Many students in the program work full-time and take classes part-time; however, the chart demonstrates an increase in FTEs after the dip in 2015 and has been fairly steady in the last two years.
III. Progress: Pathway advancement (Quantitative, IE)
1) Student learning outcomes data
Outcome (Program) | Assessment | Benchmark | Prior Changes | Outcome Trend |
| Design lesson plans to promote child development and learning (AAS) | Study project (CHD 210) | 80% will score 80% or higher | Supplementary textbook (13/14), Project mod for students w/dis (14/15), Incorporate research articles (15/16), Realignment of lesson plan criteria to developmental students (16/17), Alignment with NAEYC standards (17/18), Libguide addition (18/19) | Decrease from 95% to 90% meeting benchmark |
| Use developmentally effective approaches (AAS) | Portfolio project (CHD 265) | 80% will score 80% or higher | Textbook change (13/14), Assessment change (14/15), Presentation change to assessment (15/16), Added reflection component (16/17), NAEYC alignment (17/18) | Increased from 95% to 100% meeting benchmark |
| Build relationships with families and the community (AAS) | Relationships plan (CHD 216) | 80% will score 80% or higher | Outcome added (17/18), Restructured course readings/assessment prep (18/19) | Decreased from 88% to 75% meeting benchmark |
| Build meaningful curriculum in language arts (AAS/Cert) | Cumulative score on lesson plan (CHD 118) | 80% will score 80% or higher | Outcome added (16/17), NAEYC alignment (17/18), Student justifications added to assessment (18/19) | Decreased from 100% to 75% meeting benchmark |
| Build meaningful curriculum in math, science, and social studies (AAS/Cert) | Cumulative score on lesson plan (CHD 146) | 80% will score 80% or higher | Outcome added (16/17), NAEYC alignment (17/18), Student justifications added to assessment (18/19) | Sample size too small for trend data |
| Observe and document a student’s developmental and academic level (AAS/Cert/CSC) | Cumulative score on assessment activities (CHD 165) | 80% will score 80% or higher | Rubric modifications (13/14), Assessment change (14/15), New textbook (15/16), Revised outcome/assessment/criteria (16/17), Assessment change to require deeper explanations (17/18), Field time reduced to allow more content prep (18/19) | Decreased from 95% to 77% meeting benchmark |
| Identify ethical and professional guidelines when working in the early childhood field (AAS/Cert/CSC) | Professional educator summary (CHD 120) | 80% will score 80% or higher | Outcome added (16/17), field component added (17/18), skills realignment to assessment (18/19) | Decreased from 100% to 83% meeting benchmark |
| Build meaningful curriculum in art, music, and movement (AAS/Cert/CSC) | Cumulative score on lesson plan (CHD 145) | 80% will score 80% or higher | New outcome (17/18), NAEYC alignment (18/19) | Sample size too small for trend data |
| Apply educational methods, instructional technology, etc. of infant and toddler aged children (Inf Care CSC) | Cumulative score on lesson plans (CHD 166) | 80% will score 80% or higher | New program (15/16), Outcome revision (16/17), NAEYC alignment (17/18) | Sample size too small for trend data |
| Design lesson plans to promote child development and learning (Inf Care CSC) | Case study (CHD 164) | 80% will score 80% or higher | Outcome added (17/18) | Sample size too small for trend data |
2) Program credit attainment (15/12 in one semester, 30/24 for those who enrolled in two consecutive semesters)
% of cohort enrolled full-time for at least one semester* | 14/15 | 15/16 | 16/17 | 17/18 | 18/19 | 19/20 | 20/21 |
Early Childhood Development (Old) | 38% (37) | 35% (26) | 32% (22) | 45% (31) | 34% (58) | 13% (24) | |
Early Childhood Development (New) | -- | -- | -- | -- | -- | 57% (30) |
*Cohort size in ( )
I’m excited to see an increase here showing more full-time students are enrolling. Last fall, I visited each high school in the service region in an attempt to attract more traditional students into the program. In addition, more part-time students are taking additional classes since I began offering some 8 week courses.
3) Program retention and persistence relative to the start date of the program (subsequent term calculation)
| Credential* | 14/15 | 15/16 | 16/17 | 17/18 | 18/19 | 19/20 | 20/21 |
| Early Childhood Inst, CSC** | P: 100% (1) | -- | P: 33% (3) | P: 100% (4) | P: 100% (1) | -- | -- |
| Infant and Toddler Care, CSC** | -- | -- | -- | -- | -- | -- | -- |
| Early Childhood Ed, Cert** | P: 50% (4) | P: 100% (1) | P: 20% (5) | P: 86% (7) | P: 75% (4) | P: 33% (1) | P: 75% (3) |
| Early Childhood Dev (Old) | P: 100% R: 50% (2) | P: 100% R: 100% (1) | -- | -- | P: 80% R: 60% (5) | -- | |
| Early Childhood Dev (New) | -- | -- | -- | -- | -- | P: 71% R: 50% (14) | P: 83% R: 50% (6) |
*First-time in college students only, cohort size in ( )
**Only persistence metric provided for non-associate credentials
Based on this data, students seem to be the most successful in the CSC, and the numbers decrease in the Cert and AAS. I believe one big reason for this is the CSC is a shorter credential with entry level courses that can be completed in one semester full-time or one year part-time. As students move forward on the degree pathway, the rigor of courses increases along with course expectations. Due to this, I find that students need a higher level of support with many skills such as academic research and writing, study skills, and time management to be successful.
To provide needed support to students, I have talked with my adjuncts about noticing and addressing potential issues early so we can reach out, utilized the EAB system, offered in-person study sessions, provided resources on summarizing as well as proper citations, met with some students weekly, and more frequently shared PH resources such as the writing center. In addition, our Davenport Navigator, Rachel Hodge, has tutored students one-on-one as needed. I will continue to work with my adjuncts and Rachel to continue this work with students as well as brainstorm other ideas to provide further support.
IV. Completion: Credential attainment (Quantitative, IE)
1) Sub-credential attainment and timeframe (are students completing sub-credential prior to or at the same time as parent credential?)
| Infant and Toddler Care, CSC | 14/15 | 15/16 | 16/17 | 17/18 | 18/19 | 19/20 |
| Number in Cohort | -- | -- | -- | -- | ||
| % who graduated in cohort | -- | -- | -- | -- | ||
| Number who graduated | -- | -- | -- | -- | ||
Out of those who graduated, % who completed within 150% of program time | -- | -- | -- | -- |
| Early Childhood Instruction, CSC | 14/15 | 15/16 | 16/17 | 17/18 | 18/19 | 19/20 |
| Number in Cohort | 3 | 3 | 14 | 14 | ||
| % who graduated in cohort | 33% | 0% | 86% | 43% | ||
| Number who graduated | 1 | 0 | 12 | 6 | ||
Out of those who graduated, % who completed within 150% of program time | 100% (1) | -- | 100% (12) | 100% (6) |
| Early Childhood Ed, Cert | 14/15 | 15/16 | 16/17 | 17/18 | 18/19 | 19/20 |
| Number in Cohort | 23 | 11 | 20 | 24 | ||
| % who graduated in cohort | 9% | 18% | 20% | 8% | ||
| Number who graduated | 2 | 2 | 4 | 2 | ||
Out of those who graduated, % who completed within 150% of program time | 0% (2) | 100% (2) | 100% (4) | 100% (2) |
Many of my students in the years shown here were working full-time and taking classes part-time, either one or two a semester. This made it difficult for students to complete classes and credentials in a timely manner. I began offering some classes in 8 week formats, which allowed these students to take 3 to 4 classes a semester and move faster; however, they weren’t able to do that with their general studies classes. Now, we are beginning to offer more 8 week options so I hope students will take advantage of that.
Another issue has been getting students to take the placement test for English and math. Even with much encouragement, many students put it off as long as possible due to their work schedule or being fearful of the test. This prevents the students from taking the ENG 111 and PSY 230 needed for the Cert and other classes in the AAS. Instead, they want to take the CHD/EDU classes up front and work on gen eds at the end. I hope recent changes to the placement test and giving students the ability to self-place will help with this. During COVID, many students took advantage of being able to self-place to get these classes done.
2) Parent credential attainment and timeframe, if applicable, disaggregated by specialization
| Type | 14/15 | 15/16 | 16/17 | 17/18 | 18/19 | 19/20 | 20/21 |
| Number in Cohort | 37 | 26 | 22 | 31 | 58 | 54 | 56 |
| % who graduated in cohort | 51% | 42% | 32% | 3% | 16% | 2% | 21% |
| Number who graduated | 19 | 11 | 7 | 1 | 9 | 1 | 12 |
Out of those who graduated, % who completed within 150% of program time | 42% | 45% | 57% | 100% | 89% | 100% | 100% |
See comments on sub-credential attainment for more information on numbers and how this is being addressed.
a. Are students completing within 6 semesters (150% of graduation time)?
Yes, for the CSC, but not at an acceptable rate for the Cert and AAS. There are 21 classes in the AAS degree. Many of my part-time students take two classes per semester due to work schedules and family commitments. Even if they take summer courses, which I encourage, it takes much longer than 6 semesters to complete. In addition, students will often take only one class if it may be one that’s more challenging for them such as math or biology. This, along with any semesters they may take off as well as the need for developmental classes, delays their progress even further.
As stated previously, part-time students are taking more classes when given the option of 8 week courses and more full-time students are enrolling in the program. I hope that will boost completion rates in the program.
V. Transition: Employment or transfer post-credential (Quantitative, IE)
1) Transfer outcomes (students who transfer with associate degree, students who transfer without)
| Academic Year | Cohort Size | Total Transferred | Transferred with Assoc. (%) | Transferred without Assoc. (%) |
| 2014-15 | 37 | 9 | 55.6% | 44.4% |
| 2015-16 | 26 | 5 | 20% | 80% |
| 2016-17 | 22 | 0 | -- | -- |
| 2017-18 | 31 | 3 | 0% | 100% |
| 2018-19 | 58 | 7 | 85.7% | 14.3% |
| 2020-21 | 56 | 3 | 25% | -- |
This is a non-transfer degree, so a high rate of transfer should not be expected.
In spring 2019, JMU began accepting students into their new bachelor’s degree program for early childhood. That’s what caused the jump of students transferring with their associates during that year. After three years of pathways work between several community college reps and their university partners (including PH and Longwood), students can now transfer to Longwood, ODU, George Mason, VCU, JMU, and Bluefield University to earn their bachelors degree and pre-k to 3rd grade teaching license. We are currently working with other schools such as Averett University on a seamless transfer pathway for ECE students.
2) Student perspective/satisfaction
| Question | 2018-19 Rating (n=6) | 2019-20 Rating (n=0) |
| The courses I took at PHCC prepared me for my educational goals. | 81.7 | -- |
| The faculty at PHCC are fair and supportive of students. | 80.3 | -- |
| The faculty at PHCC demonstrate thorough knowledge of the subject matter. | 81.5 | -- |
| In the courses I took at PHCC, classroom activities and outside assignments were appropriate and meaningful. | 62.2 | -- |
| I would recommend the faculty at PHCC. | 83.8 | -- |
VI. Sustainability: Future Program Outlook (Mixed methods, IE, program head and dean)
1) Program forecast (major expenditures, changes, personnel needs, etc.); any future costs should be explained in this section)
a. Any other pertinent information relevant to the review process should be provided here (e.g. community need, state/federal requirements, external accreditation, SCHEV low enrollment warning, etc.)
Regulation of childcare centers in Virginia has moved from the Department of Social Services to the Department of Education. With that move, the Virginia Quality Improvement System is also now under the VDOE and being reviewed. This quality system has been voluntary in the past; however, it may become mandatory. In order for centers to move up in their level of quality, educators in the center must earn their certificate and/or associates degree. Legislators are also considering requiring the CSC credential as an entry level hiring requirement. These changes would lead to a community and state need that would be met by my program.
Martinsville/Henry County Smart Beginnings was recently awarded a PDG grant that focuses on improving the quality of early education in our area. This grant is given by the VDOE, Virginia Early Childhood Foundation, and UVA. We were also awarded the Appalachian Regional Commission grant to support advancement of early childhood education and the creation of new childcare centers in the area. This grant includes tuition assistance funds for students pursuing their ECE credentials. These recent grants shows the importance of the early childhood education field as well as the local commitment to improving our current early education system. My program is a crucial piece of our region's continuous improvement.
b. Employment forecast for program (Analyst data)
Job Link | Mean Salary | Are there more or less jobs in our service region relative to national mean? | Past 5 year job growth | Next 5 year projected growth |
| Child Care Services | $15,190 | Less: For every 10 positions nationally, there are 2.3 positions locally | -8.1% | -0.7% |
Service Region Means | $32,551 | -- | -0.2% | -0.6% |
Students who earn an associates degree can teach for Head Start where pay starts at $12 - $14 an hour with benefits or as a paraprofessional in the public school system with a starting pay around $18,500 a year. If students continue to earn a bachelor's degree, they can then become a teacher in a public or private school as well as work for other local organizations that work with young children. As in other fields, pay increases with education level. At the associates degree level, students will likely make a salary below the average in our service region; however, with continued education, students can make well above the average.
When looking at job availability, this is also difficult to obtain through the type of data pulled for this chart. There is constant turnover in the field, especially across private centers, and a critical need for teachers as well as paraprofessionals in our region. I receive calls constantly from directors in the area as well as community members who have job openings. After sending out an email to my students, I am often able to help fill these openings. That process and these numbers wouldn't be reflected here.