Varshney Nishank, Lee Sangyoo, Temple Judy A, Reynolds Arthur J
Humphrey School of Public Affairs, University of Minnesota, 301 19th Avenue South, Minneapolis, MN 55455, United States.
Human Capital Research Collaborative, University of Minnesota, 51 E River Road, Minneapolis, MN 55455, United States.
Child Youth Serv Rev. 2020 Oct;117:105317. doi: 10.1016/j.childyouth.2020.105317.
This paper examines the impact on parent involvement in second grade in the Midwest Child-Parent Centers (MCPC), a high-quality preschool-to-third-grade school reform model. A new focus of research on early childhood programs is understanding how early childhood learning gains can be sustained. Two-generation programs that provide diverse family services may be one approach. The MCPC expansion was implemented for a cohort of over 2000 Chicago and Saint Paul students beginning in preschool. Based on a comparison of the program and usual-service comparison groups matched at the school level via propensity scores, ratings were obtained for a subset of the sample by teachers and parents on parent involvement in school in second grade. After accounting for potential attrition bias via multiple imputation and propensity score weighting, results indicated that MCPC participation was associated with significantly higher parent involvement in school at the end of second grade both in the aggregate sample (Effect Size = 0.19 SD) and in Chicago (ES = 0.24). Differences in Saint Paul, however, were small (ES = 0.15) and not statistically significant. Robustness testing using different model specifications revealed similar results. Implications for assessing and sustaining early childhood learning gains are discussed with a focus on recognizing that parental involvement is an integral component of high-quality programs.
本文考察了中西部儿童-家长中心（MCPC）这一高质量的从学前班到三年级的学校改革模式对二年级家长参与度的影响。幼儿项目研究的一个新重点是了解幼儿学习成果如何得以维持。提供多样化家庭服务的两代项目可能是一种方法。MCPC的扩展从学前班开始，针对2000多名芝加哥和圣保罗的学生群体实施。通过倾向得分在学校层面匹配项目组和常规服务对照组，教师和家长对样本中的一个子集在二年级时家长参与学校事务的情况进行了评分。在通过多重填补和倾向得分加权考虑了潜在的损耗偏差后，结果表明，在总体样本（效应量=0.19标准差）和芝加哥（效应量=0.24）中，参与MCPC项目与二年级末家长对学校事务的更高参与度相关。然而，圣保罗的差异较小（效应量=0.15）且无统计学意义。使用不同模型规格进行的稳健性检验得出了类似结果。本文讨论了评估和维持幼儿学习成果的意义，重点是认识到家长参与是高质量项目的一个组成部分。
