Strengthening Parenting Capacities in Pre-K to Improve Social-Behavioral Readiness and Later School Outcomes

加强学前班的育儿能力，以改善社会行为准备和以后的学校成绩

• 批准号: 9913575
• 负责人: Deborah A. Gross
• 金额: $ 20.47万
• 依托单位: JOHNS HOPKINS UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-04-11 至 2022-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9913575
• 关键词: Address; Affect; African American; Baltimore; Behavioral; Characteristics; Chicago; Child; Child Rearing; Chronic; Cities; Color; Cost Analysis; Cost Savings; Data; Drops; Early Intervention; Economically Deprived Population; Economics; Emotions; Experimental Designs; Family; Food; Foundations; Future Teacher; Health; Hour; Instruction; Intervention; Intervention Studies; Latino; Learning; Learning Skill; Low income; Mediating; Mediator of activation protein; National Institute of Child Health and Human Development; Nursery Schools; Outcome; Parents; Population; Poverty; Prevalence; Problem Solving; Problem behavior; Quality of life; Readiness; Risk; Savings; Schools; Services; Social Behavior; Societies; Special Education; Students; Suspensions; Testing; Vulnerable Populations; administrative database; base; behavioral health; boys; clinically significant; comparison group; comparison intervention; cost; cost efficient; cost outcomes; disability; disadvantaged population; disadvantaged student; economic value; elementary school; ethnic minority population; evidence base; experience; financial incentive; girls; improved; innovation; kindergarten; programs; public health relevance; racial and ethnic; randomized trial; satisfaction; school district; second grade; skills; social; social disadvantage; success; teacher; urban school; urban underserved

Like many urban school districts, about half of Baltimore City Public Schools' (BCPS) students enter kindergarten without key social and behavioral skills needed to learn. These skills include the ability to follow instructions, comply with rules, manage emotions, solve problems, organize and complete tasks, and get along with others. Children without these skills are at greater risk for being retained in grade, requiring special education services, or being suspended or expelled during the early elementary school years. To improve students' social-behavioral readiness to learn, we partnered in 2014 with BCPS to implement the ChiPP Project, a 3-year initiative to strengthen parenting capacities and skill in Pre-Kindergarten (PreK) in 12 schools serving a large population of economically disadvantaged students of color (>90% low-income; >90% African American or Latino). PreK parents participated in a 12-session evidence-based parenting program called the Chicago Parent Program at their child's school. To boost participation rates, we added conditional cash transfers (CCT) providing financial incentives via bank debit cards for attendance and “homework” completion. Short-term effects were strong; parent participation and satisfaction rates were high in this vulnerable population of families and the number of students with clinically significant behavior problems dropped by 37%. Parents used the CCTs to purchase food and basic necessities for their children. This study proposes to examine whether the ChiPP Project a) improves students' social-behavioral readiness to learn and reduces their likelihood of being chronically absent in Kindergarten; b) reduces the likelihood of 3 costly school outcomes: being retained in grade, requiring special education services, or being suspended or expelled at least once by 2nd grade; and c) benefits boys, who are at greater risk for all 3 student outcomes, more than girls. Social-behavioral readiness and chronic absence in Kindergarten are hypothesized to mediate the effects of the ChiPP Project on all 3 student outcomes. We will also assess the economic value of the ChiPP Project to schools and to society. Using a quasi-experimental design (n≈1,000 students), we will evaluate the impacts of the ChiPP Project on student outcomes through 2nd grade and on schools' costs. Data on student characteristics and outcomes will be drawn from an existing BCPS administrative database. Propensity score matching will be used to compare intervention students (n=380) with 2 matched comparison groups to control for bias: 1) a non-participating student from the same intervention school and 2) a student from a matched non- participating school. Students will be matched on 8 child-level and 9 school-level variables. This study is significant because it examines short-term benefits and savings that have tangible and immediate effects on schools and families and focuses on high impact outcomes affecting urban schools nationwide. This study uses a cost-efficient strategy for evaluating an innovative program in a district serving a large population of vulnerable students and families.

像许多城市学区一样，大约一半的巴尔的摩城市公立学校（BCPS）学生进入 幼儿园没有关键的社会和行为技能需要学习。这些技能包括跟随能力 指示，遵守规则，管理情绪，解决问题，组织和完成任务，并与沿着 与他人没有这些技能的儿童被留级的风险更大， 教育服务，或在小学早期被暂停或开除。提高 为了提高学生的社会行为学习准备程度，我们于2014年与BCPS合作实施了ChiPP 项目，一项为期三年的倡议，旨在加强12所学校幼儿园前的父母养育能力和技能 为大量经济上处于不利地位的有色人种学生提供服务（>90%低收入; >90%非洲人 美国人或拉丁美洲人）。学前班的父母参加了一个12节的循证育儿计划，称为 芝加哥家长计划在他们孩子的学校。为了提高参与率，我们增加了有条件现金， 通过银行借记卡为出勤和“家庭作业”完成提供财务奖励。 短期效果很强;在这个脆弱的国家，父母的参与率和满意率都很高。 有临床意义行为问题的家庭人口和学生人数下降了37%。 父母使用现金周转基金为子女购买食品和基本必需品。本研究建议， 检查ChiPP项目a）是否提高了学生的社会行为准备学习， 他们在幼儿园长期缺席的可能性; B）减少了昂贵的学校的可能性 结果：留级，需要特殊教育服务，或被停学或开除， 到二年级至少一次; c）对男孩有利，因为他们在所有3项学生成绩方面面临更大的风险，超过 姑娘们社会行为准备和幼儿园的长期缺席被假设为中介效应 ChiPP项目的所有3个学生的成果。我们亦会评估芯片厂项目的经济价值 学校和社会。使用准实验设计（n = 1，000名学生），我们将评估影响 ChiPP项目对二年级学生成绩和学校成本的影响。学生数据 将从现有的BCPS行政数据库中提取特征和结果。倾向评分 匹配将用于比较干预学生（n=380）与2个匹配的对照组，以控制 偏差：1）来自同一所干预学校的非参与学生，2）来自匹配的非参与学校的学生。 参与学校。学生将在8个儿童水平和9个学校水平变量上进行匹配。本研究 重要的是，它审查了短期利益和节省，对 学校和家庭，并侧重于影响全国城市学校的高影响成果。本研究 使用成本效益的战略，以评估一个创新的计划，在一个地区服务于大量的人口， 弱势学生和家庭。

项目成果

Cost-Effectiveness a Parenting Skills Program Implemented in Public PreK Schools in Disadvantaged Urban Communities.

在贫困城市社区的公立学前班学校实施的育儿技能计划的成本效益。

• DOI: 10.1007/s10488-023-01287-6
• 发表时间: 2023
• 期刊: Administration and policy in mental health
• 作者: Slade,EricP;Bettencourt,AmieF;Gross,DeborahA
• 通讯作者: Gross,DeborahA