Bettencourt Amie F, Gross Deborah, Schock Natalie, Ferro Rebecca, Perrin Nancy
Johns Hopkins University, Department of Psychiatry and Behavioral Sciences, 550 N. Broadway, Room 907, Baltimore MD 21205.
Johns Hopkins University, School of Nursing, 525 N. Wolfe Street, Baltimore MD 21205.
Early Educ Dev. 2024;35(7):1614-1637. doi: 10.1080/10409289.2023.2247954. Epub 2023 Aug 20.
This sequential mixed methods study evaluated the impact of the Chicago Parent Program (CPP) in 12 Baltimore Title I PreK programs on parent engagement and student outcomes from kindergarten through 2 grade. Phase 1 (quasi-experiment; = 11,996) compared PreK students whose parents enrolled in CPP with those whose parents did not enroll in CPP on measures of kindergarten readiness, chronic absenteeism, suspensions/expulsions, and grade retention. Phase 2 (qualitative; = 20) explored the perceptions of school-based staff, principals, and district and community leaders on CPP's impact on parents, students, and parent engagement, and why they sought to continue CPP in the schools.
No effects on student outcomes were found using administrative data. However, all of those interviewed described observed improvements in parent and student behavior and parent engagement and all schools have continued implementing CPP.
Qualitative results highlight the importance of stakeholder perspectives and the limitations of administrative data for evaluating brief interventions serving families with complex needs.
这项序贯混合方法研究评估了芝加哥家长项目（CPP）对巴尔的摩12个第一类学前教育项目的影响，该影响涉及从幼儿园到二年级的家长参与度和学生成绩。第一阶段（准实验；n = 11,996）比较了家长参与CPP的学前儿童与家长未参与CPP的学前儿童在幼儿园入学准备、长期缺勤、停学/开除以及留级等方面的情况。第二阶段（定性研究；n = 20）探讨了学校工作人员、校长、学区和社区领导对CPP对家长、学生和家长参与度的影响的看法，以及他们为何寻求在学校继续实施CPP。
使用行政数据未发现对学生成绩有影响。然而，所有接受采访的人都描述了观察到的家长和学生行为以及家长参与度的改善，并且所有学校都继续实施CPP。
定性结果凸显了利益相关者观点的重要性以及行政数据在评估为有复杂需求家庭提供的短期干预措施时的局限性。
