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American Journal of Evaluation
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The Case of Top Beginnings and the Missing Child Outcomes

Case Study for the Early Childhood Systems Building Evaluation Symposium

Gary Walker

Anne C. Kubisch

Aspen Institute

Charles Bruner

Child and Family Policy Center, cbruner{at}cfpciowa.org

Sanjeev Sridharan

University of Edinburgh

Susan Philliber

Philliber Research Associates

Greg Shaw

Bill & Melinda Gates Foundation

Harriet Dichter

Early Childhood Systems Building Evaluation Symposium

The Case of Top Beginnings and the Missing Child Outcomes is a fictionalized case study of a set of evaluation challenges faced in evaluating comprehensive initiatives that are seeking to build systems. In this case, the issue is a multistate foundation-funded early learning system building initiative that has to date primarily employed a case study approach that has provided a formative assessment of progress in building systems. Funders, practitioners, and evaluators all have perspectives on what is needed next to inform future work. In particular, funders want to see evidence of progress and signs that there are impacts on children's development and readiness for school. The case poses fundamental questions in evaluating such complex initiatives that involve public will building and mobilization as well as implementation concerns. The case poses specific issues that need to be answered in moving to a next stage of evaluation.

Key Words: systems building • school readiness • early learning

American Journal of Evaluation, Vol. 29, No. 4, 500-507 (2008)
DOI: 10.1177/1098214008319012
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