Child Development
Carrie Nepstad
Program Coordinator
The Associate of Applied Science (AAS) degree in Child Development, Early Childhood Education is accredited by the Commission on Early Childhood Education Programs of the National Association for the Education of Young Children (NAEYC).City Colleges of Chicago’s certificate and degree programs in Early Childhood Education, Human Development and Family Studies, Infant Toddler Education, and Director Preparation are entitled for credentials through the Illinois Gateway to Opportunity Professional Development System. For more information see Illinois Gateways to Opportunity‘s website.
Program Completers
|
Academic Year |
Number of Program Completers |
% of program completers who were attending full-time (at the time of completion) |
% of program completers who were attending part-time (at the time of completion) |
|
2022-2023 |
12 |
41.7% |
58.3% |
|
2023-2024 |
8 |
37.5% |
62.5% |
|
2024-2025 |
17 |
23.5% |
76.5% |
Published Program Timeframe: 5 semesters, 2.5 academic years
|
Academic year in which a Fall cohort of full-time candidates enrolled in the program (select three sequential years) |
Percentage of those candidates who completed the program within 150% of the published timeframe |
Percentage of those candidates who completed the program within (select one measure): 100% (exactly the published timeframe) X 200% (twice the published timeframe) or 300% (three times the published timeframe) |
|
2018-2019 |
0% |
27.2% |
|
2019-2020 |
26.7% |
28.0% |
|
2020-2021 |
20.0% |
20.0% (200%) |
Fall-to fall retention rate in the program for the three most completed academic years
|
Academic Year |
% of Part-Time Candidates Enrolled in the Program (% of Total Enrollment) |
Retention Rate among Part-Time Candidates |
% of Full-Time Candidates Enrolled in the Program (% of Total Enrollment) |
Retention Rate among Full-Time Candidates |
|
2022-2023 |
80.8% |
66.7% |
19.2% |
80.0% |
|
2023-2024 |
83.3% |
64.0% |
16.7% |
80.0% |
|
2024-2025 |
72.5% |
55.2% |
27.5% |
81.8% |
Student Learning Outcomes Performance Data
| Spring 2025 CHLD DV 259-1 AA HW | KA6-259 Professional Inquiry Groups Rubric | Meets | Emerging (Does not meet yet) | Does not meet |
| NAEYC 2a Consider the diversity of families, their funds of knowledge and the many factors that impact children, families and communities. Why is it important for early childhood educators to understand that each family is unique? Reflecting on . . . | 6 | 1 | 0 | |
| NAEYC 2b Describe some ways early childhood educators can collaborate as partners with families through respectful, reciprocal relationships and facilitating engagement. Reflecting on your practicum experience: describe an example where . . . | 6 | 1 | 0 | |
| NAEYC 2c Identify a specific organization/agency and describe the steps you will take to build a respectful, reciprocal partnership that would help children get to know their neighborhood and/or support children and family . . . | 6 | 1 | 0 | |
| Spring 2025 CHLD DV 201 SUW HW | KA2-201 Learning Story Rubric | Meets | Emerging (Does not meet yet) | Does not meet |
| NAEYC 2a How did sharing the Learning Story with the family help you to understand and to value the diversity of families? What is unique about this family and their funds. . . | 4 | 2 | 1 | |
| NAEYC 2b When you invited the family to provide their own understanding of the Learning Story, how did you ensure that it was a reciprocal conversation as opposed to a one-way communication? What did the family contribute. . . | 5 | 1 | 1 | |
| NAEYC 2c List three types of resources from the community where the site is located. Select at least one resource and explain why you feel this would benefit the child and family. Describe your strategy for partnering with them to. . . | 4 | 3 | 0 | |
| Fall 2025 CHLD DV 259-1 HH HW | KA6-259 Professional Inquiry Groups Rubric | Meets | Emerging (Does not meet yet) | Does not meet |
| NAEYC 2a Consider the diversity of families, their funds of knowledge and the many factors that impact children, families and communities. Why is it important for early childhood educators to understand that each family is unique? Reflecting on . . . | 7 | 1 | 0 | |
| NAEYC 2b Describe some ways early childhood educators can collaborate as partners with families through respectful, reciprocal relationships and facilitating engagement. Reflecting on your practicum experience: describe an example where . . . | 7 | 1 | 0 | |
| NAEYC 2c Identify a specific organization/agency and describe the steps you will take to build a respectful, reciprocal partnership that would help children get to know their neighborhood and/or support children and family . . . | 8 | 0 | 0 | |
| Fall 2025 CHLD DV 201 WW40 HW | KA2-201 Learning Story Rubric | Meets | Emerging (Does not meet yet) | Does not meet |
| NAEYC 2a Consider the diversity of families, their funds of knowledge and the many factors that impact children, families and communities. Why is it important for early childhood educators to understand that each family is unique? Reflecting on . . . | ||||
| NAEYC 2b Describe some ways early childhood educators can collaborate as partners with families through respectful, reciprocal relationships and facilitating engagement. Reflecting on your practicum experience: describe an example where . . . | ||||
| NAEYC 2c Identify a specific organization/agency and describe the steps you will take to build a respectful, reciprocal partnership that would help children get to know their neighborhood and/or support children and family . . . |
