15.10: Evaluating the Program as a Whole

Early childhood programs are designed to meet the unique needs of children, families, staff, and the surrounding community. Because of this, evaluating the effectiveness of the entire program is an important responsibility of administrators and program leaders. Program evaluation is not something that happens only when concerns arise. Instead, it should be an ongoing process that helps determine whether the center is fulfilling its mission, maintaining quality practices, and adapting to the changing needs of the families it serves.

A comprehensive evaluation looks at the program as a complete system rather than focusing only on individual classrooms or educators. Administrators must examine whether the philosophy, goals, curriculum, policies, environment, and daily practices continue to reflect the purpose for which the program was originally created. Regular evaluation also allows programs to identify strengths, address concerns, and make thoughtful improvements that support children, families, and staff.

Reviewing Program Goals and Community Needs

The philosophy and long-term goals of an early childhood program are closely connected. Because of this, major program goals often remain relatively stable over time and tend to change slowly. However, administrators and governing boards should still review these goals periodically, such as every few years, to ensure they continue to reflect the needs of the community and the families being served.

Communities change over time, and early childhood programs must be responsive to those changes. Population growth, language diversity, employment patterns, housing availability, and family needs may shift from year to year. Conducting regular community needs assessments helps programs determine whether current services remain appropriate and whether additional supports or program adjustments may be necessary in the future.

While long-term goals may only need occasional revision, yearly objectives should be reviewed annually before the start of a new school year or fiscal cycle. This helps ensure that the program’s daily operations and priorities continue aligning with its larger mission and philosophy.

Collecting Feedback from the Program Community

Program evaluation should include input from a variety of individuals connected to the center. Administrators and boards may gather information through surveys, interviews, rating scales, discussions, or observation tools. Families, educators, support staff, board members, and community representatives can all provide valuable perspectives regarding the strengths and needs of the program.

Feedback may be collected through written forms, digital surveys, informal conversations, or group meetings. When surveys are used, administrators must carefully consider confidentiality. Staff surveys are often anonymous so employees feel comfortable sharing honest feedback. However, in smaller programs, certain demographic questions such as age, education level, or job title may unintentionally reveal the identity of participants. Because of this, evaluation tools should be designed thoughtfully to protect privacy and maintain trust among staff members.

Examining All Areas of Program Operations

A thorough program evaluation includes reviewing many aspects of the center’s operations and environment. Administrators should examine the physical environment, curriculum practices, health and safety procedures, family communication, staffing practices, board operations, and overall program management. Relationships between children, educators, families, and administrators should also be considered, especially regarding respect for cultural diversity and inclusion.

Operational documents should be reviewed regularly as part of the evaluation process. Health and safety manuals, emergency procedures, job descriptions, personnel policies, and family handbooks should be updated periodically to reflect current regulations, program practices, and community expectations. Reviewing these materials helps ensure consistency and accountability throughout the program.

Using Environmental Rating Tools

Many early childhood programs use formal evaluation instruments to help assess classroom and program quality. Environmental rating scales are commonly used to evaluate learning environments, interactions, routines, and classroom organization. Different versions of these tools are available for infant and toddler programs, preschool classrooms, school-age settings, and family child care homes.

These tools typically examine areas such as classroom space, furnishings, learning materials, health and safety practices, daily schedules, educator-child interactions, and program structure. Administrators may use the information gathered from these tools to identify strengths, set improvement goals, and support ongoing program development.

Supporting Educator Well-Being

Program quality is closely connected to the well-being of educators and staff members. Administrators should regularly evaluate workplace conditions to determine whether staff feel supported, respected, and professionally valued. High levels of stress, burnout, and emotional exhaustion can negatively affect educator retention, relationships, and the overall quality of the program.

Evaluation processes should include examining staff morale, workload expectations, communication practices, and opportunities for professional support. Programs that prioritize educator well-being are often better able to maintain positive relationships, strong teaching practices, and stable learning environments for children.

Evaluating Relationships and Program Climate

Strong relationships are at the heart of quality early childhood education. Administrators and educators should reflect on the overall climate of the program and the quality of interactions occurring throughout the center. This includes relationships among children, families, staff members, administrators, and community partners.

Programs should also examine how well they create welcoming and inclusive environments for families from diverse cultural, linguistic, and socioeconomic backgrounds. Respectful communication, family engagement, and culturally responsive practices all contribute to a positive program culture and stronger relationships within the community.

Accreditation and External Evaluation

Accreditation is a voluntary form of program evaluation conducted by an outside organization that specializes in early childhood education quality standards. Accreditation systems are designed to recognize programs that demonstrate high-quality practices related to teaching, leadership, relationships, health and safety, and overall program management.

Several professional organizations offer accreditation systems for early childhood programs, including National Association for the Education of Young Children, Association for Early Learning Leaders, and National Child Care Association. These organizations establish research-based criteria that programs use to evaluate and improve their practices.

Quality Rating and Improvement Systems (QRIS)

Many states also participate in Quality Rating and Improvement Systems, commonly referred to as QRIS. These systems were created to help improve the quality and accessibility of early childhood education programs. Under QRIS systems, states establish quality standards based on research and best practices. Programs then move through different quality levels or tiers as they meet increasingly higher standards.

Programs may receive ratings through stars, levels, or other symbols depending on the state’s system. In some areas, programs may participate in both QRIS and accreditation simultaneously. For example, a center may already hold accreditation through a professional organization while also participating in the state’s QRIS process.

The Accreditation Process

Although accreditation systems differ somewhat among organizations, the process usually includes several major steps. Programs typically begin with enrollment and self-study, during which administrators and staff carefully examine current practices and identify areas needing improvement. Programs then submit formal applications and documentation demonstrating compliance with licensing regulations, staffing qualifications, and health and safety requirements.

Following the application stage, an on-site visit or formal observation is usually conducted by assessors who review the program’s practices and determine whether the program meets the organization’s standards. Because accreditation requires extensive documentation, reflection, and preparation, the process can be time-consuming and may require significant financial and staff resources.

Administrators should communicate clearly with staff and governing boards throughout the accreditation process so everyone understands expectations and responsibilities.

Continuous Improvement and Professional Reflection

No early childhood program is perfect, and all programs have opportunities for continued growth and improvement. Evaluation and self-reflection are essential parts of maintaining high-quality services for children and families. Although change can sometimes feel stressful or overwhelming, continuous improvement helps programs remain responsive, effective, and developmentally appropriate.

Some administrators may feel formal accreditation is unnecessary if their program already has strong enrollment or long waiting lists. However, programs that regularly engage in self-study and reflective evaluation demonstrate a professional commitment to quality and accountability. Even when a program chooses not to pursue formal accreditation, administrators should still lead staff through periodic reflection and evaluation processes to support ongoing growth and improvement for the program as a whole.