New Publication from LeCroy & Milligan Associates! Parents as Teachers Early Childhood Home Visiting Program Shows Positive Results

LeCroy & Milligan Associates co-authored an article recently published in the Children and Youth Services Review (Lahti et al, 2019). This quasi-experimental study reveals that children who participated in Parents as Teachers (PAT) home visitation program in the Sunnyside Unified School District (SUSD) are performing significantly better in terms of reading and math achievement and had a significantly lower rates of absenteeism, in-school-suspensions, and out-of-school-suspension, compared to their peers who did not participate in the PAT program. Further, PAT parents showed increased scores on parenting measures from pre to post test, over time in the program. The PAT Program at SUSD is a Blue Ribbon PAT affiliate, meaning that SUSD implements the PAT model with high fidelity to the PAT Quality Standards.

This study estimated the program effect of the PAT home visiting intervention on academic outcomes of PAT SUSD students, relative to a matched comparison group of non-PAT SUSD students. The comparison sample was matched to the PAT sample on key demographics of gender, ethnicity, special education, English language learner status, and free/reduced lunch receipt using propensity score matching. The study design and analyses were guided by the U.S. Department of Education’s What Works Clearinghouse (WWC) recommendations. The study revealed that from 2015 to 2017, PAT students, relative to the non-PAT comparison group:

• Performed significantly better on Arizona’s English Language Arts assessment.
• Performed significantly better on phonics and reading comprehension tests.
• Demonstrated a significantly larger gain in Arizona’s math assessment.
• Had significantly lower average absence rates (for four school years).
• Had significantly higher average scores in Arizona reading and writing assessments among English learners.
• And showed fewer in-school suspension days (for one school year).
For the more than 300 parents that participated in the study, the findings showed that they:
• Demonstrated significantly improved parenting quality while in the program.
• Showed significant improvements in Protective Factors which are: Family functioning; social support; and concrete support.

In response to the study results, Allison Kemner, Vice President of Research and Quality at Parents as Teachers National Center, Inc., headquartered in St. Louis, MO, stated that “Because the study shows that children and their families succeed on numerous indicators – well beyond the early grades – we are confident that our evidence-based model generates a significant impact for families.” The findings suggest that participation in the PAT program is a viable means for improving child academic outcomes and school behavior and improving parenting behavior.

The citation for this study is: Lahti, M., Evans, C.B.R., Goodman, G., Cranwell Schmidt, M., & LeCroy, C.W. (2019). Parents as Teachers (PAT) home-visiting intervention: A path to improved academic outcomes, school behavior, and parenting skills. Children and Youth Services Review, 99, 451-460. https://doi.org/10.1016/j.childyouth.2019.01.022.

LeCroy & Milligan Associates co-authors include Michel Lahti, Ph.D., CEO; Greg Goodman, MS, Evaluation Associate; Michele Schmidt, MPA, Senior Evaluation Associate; and Craig LeCroy, Ph.D., Director of Research and Evaluation. This article was written in collaboration with colleagues from Rhode Island College and Arizona State University.

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New Publication from LeCroy & Milligan Associates! Parents as Teachers Early Childhood Home Visiting Program Shows Positive Results

LeCroy & Milligan Associates co-authored an article recently published in the Children and Youth Services Review (Lahti et al, 2019). This quasi-experimental study reveals that children who participated in Parents as Teachers (PAT) home visitation program in the Sunnyside Unified School District (SUSD) are performing significantly better in terms of reading and math achievement and had a significantly lower rates of absenteeism, in-school-suspensions, and out-of-school-suspension, compared to their peers who did not participate in the PAT program. Further, PAT parents showed increased scores on parenting measures from pre to post test, over time in the program. The PAT Program at SUSD is a Blue Ribbon PAT affiliate, meaning that SUSD implements the PAT model with high fidelity to the PAT Quality Standards.

This study estimated the program effect of the PAT home visiting intervention on academic outcomes of PAT SUSD students, relative to a matched comparison group of non-PAT SUSD students. The comparison sample was matched to the PAT sample on key demographics of gender, ethnicity, special education, English language learner status, and free/reduced lunch receipt using propensity score matching. The study design and analyses were guided by the U.S. Department of Education’s What Works Clearinghouse (WWC) recommendations. The study revealed that from 2015 to 2017, PAT students, relative to the non-PAT comparison group:

• Performed significantly better on Arizona’s English Language Arts assessment.
• Performed significantly better on phonics and reading comprehension tests.
• Demonstrated a significantly larger gain in Arizona’s math assessment.
• Had significantly lower average absence rates (for four school years).
• Had significantly higher average scores in Arizona reading and writing assessments among English learners.
• And showed fewer in-school suspension days (for one school year).
For the more than 300 parents that participated in the study, the findings showed that they:
• Demonstrated significantly improved parenting quality while in the program.
• Showed significant improvements in Protective Factors which are: Family functioning; social support; and concrete support.

In response to the study results, Allison Kemner, Vice President of Research and Quality at Parents as Teachers National Center, Inc., headquartered in St. Louis, MO, stated that “Because the study shows that children and their families succeed on numerous indicators – well beyond the early grades – we are confident that our evidence-based model generates a significant impact for families.” The findings suggest that participation in the PAT program is a viable means for improving child academic outcomes and school behavior and improving parenting behavior.

The citation for this study is: Lahti, M., Evans, C.B.R., Goodman, G., Cranwell Schmidt, M., & LeCroy, C.W. (2019). Parents as Teachers (PAT) home-visiting intervention: A path to improved academic outcomes, school behavior, and parenting skills. Children and Youth Services Review, 99, 451-460. https://doi.org/10.1016/j.childyouth.2019.01.022.

LeCroy & Milligan Associates co-authors include Michel Lahti, Ph.D., CEO; Greg Goodman, MS, Evaluation Associate; Michele Schmidt, MPA, Senior Evaluation Associate; and Craig LeCroy, Ph.D., Director of Research and Evaluation. This article was written in collaboration with colleagues from Rhode Island College and Arizona State University.

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