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 2nd 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. (author abstract)
Embedding a parenting skills program in public PreK: Outcomes of a quasi-experimental mixed methods study
Description:
Resource Type:
Reports & Papers
Funder(s):
Country:
United States
State(s)/Territories/Tribal Nation(s):
Maryland
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