ABSTRACT

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^nd grade. Phase 1 (quasi-experiment; N = 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; n = 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. Research Findings: 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. Practice or Policy: Qualitative results highlight the importance of stakeholder perspectives and the limitations of administrative data for evaluating brief interventions serving families with complex needs.

摘要

^{这项连续混合方法研究评估了芝加哥家长计划 (CPP) 在巴尔的摩 12 个 Title I PreK 计划中对家长参与度和从幼儿园到二年级学生}成绩的影响。第一阶段（准实验；N  = 11,996）比较了父母参加 CPP 的学前班学生和父母未参加 CPP 的学前班学生的幼儿园准备情况、长期缺勤、停学/开除和成绩保留等指标。第 2 阶段（定性；n  = 20）探讨了学校工作人员、校长、地区和社区领导对 CPP 对家长、学生和家长参与的影响的看法，以及他们为何寻求在学校继续实施 CPP。研究成果：使用管理数据没有发现对学生成绩的影响。然而，所有受访者都描述了家长和学生行为以及家长参与度的改善，并且所有学校都在继续实施 CPP。实践或政策：定性结果强调了利益相关者观点的重要性以及行政数据在评估为具有复杂需求的家庭提供服务的简短干预措施时的局限性。