Is the Whole Greater than the Sum of Its Parts? Impacts on Child Outcomes from a Home-Visiting Parenting Program and Its Interaction with Preschool
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| Title: | Is the Whole Greater than the Sum of Its Parts? Impacts on Child Outcomes from a Home-Visiting Parenting Program and Its Interaction with Preschool |
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| Language: | English |
| Authors: | Remy Pages, Tracy Payne Jordan, Herman Knopf |
| Source: | AERA Online Paper Repository. 2024. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Adult Education Early Childhood Education Preschool Education |
| Descriptors: | Home Visits, Preschool Children, Parent Education, Program Effectiveness, Thinking Skills, Child Abuse, Attendance, Parent Child Relationship, Low Income Groups, School Readiness, Preschool Education, Special Education, Parents |
| Geographic Terms: | Florida |
| DOI: | 10.3102/2107261 |
| Abstract: | Understanding the nature and mechanisms of early inputs' impacts on child outcomes is central to current research. Leveraging administrative data, the present study estimated a home-visiting parenting program's impacts (2,000 participating children age 3-4; 35% Black; 30% White; 32% Hispanic; 48% female). The program generated a 0.07 SD gain on cognitive skills at kindergarten entry; increased the likelihood of uptake in services under IDEA and decreased child maltreatment by two percentage points in both cases. Results were robust to conditioning on preschool attendance. Null hypotheses for home-visiting and preschool interactions could not be rejected, suggesting that the change in parent-child interactions from participation in the home-visiting parenting program yielded different skills from those developed through participation in voluntary prekindergarten. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED674385 |
| Database: | ERIC |
| Abstract: | Understanding the nature and mechanisms of early inputs' impacts on child outcomes is central to current research. Leveraging administrative data, the present study estimated a home-visiting parenting program's impacts (2,000 participating children age 3-4; 35% Black; 30% White; 32% Hispanic; 48% female). The program generated a 0.07 SD gain on cognitive skills at kindergarten entry; increased the likelihood of uptake in services under IDEA and decreased child maltreatment by two percentage points in both cases. Results were robust to conditioning on preschool attendance. Null hypotheses for home-visiting and preschool interactions could not be rejected, suggesting that the change in parent-child interactions from participation in the home-visiting parenting program yielded different skills from those developed through participation in voluntary prekindergarten. |
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| DOI: | 10.3102/2107261 |
