Does early childhood education enhance parental school involvement in second grade?: Evidence from Midwest Child-Parent Center Program

Abstract

This paper examines the impact on parent involvement in second grade in the Midwest Child-Parent Centers (MCPC), a high-quality preschool-to-third-grade school reform model. A new focus of research on early childhood programs is understanding how early childhood learning gains can be sustained. Two-generation programs that provide diverse family services may be one approach. The MCPC expansion was implemented for a cohort of over 2000 Chicago and Saint Paul students beginning in preschool. Based on a comparison of the program and usual-service comparison groups matched at the school level via propensity scores, ratings were obtained for a subset of the sample by teachers and parents on parent involvement in school in second grade. After accounting for potential attrition bias via multiple imputation and propensity score weighting, results indicated that MCPC participation was associated with significantly higher parent involvement in school at the end of second grade both in the aggregate sample (Effect Size = 0.19 SD) and in Chicago (ES = 0.24). Differences in Saint Paul, however, were small (ES = 0.15) and not statistically significant. Robustness testing using different model specifications revealed similar results. Implications for assessing and sustaining early childhood learning gains are discussed with a focus on recognizing that parental involvement is an integral component of high-quality programs.

Understanding Teachers’, School Principals, and Early Childhood Education Experts’ Perception of O-Class Program for Children’s School Readiness: A Qualitative Study

“…Our results are consistent with research by Varshney et al (2020), which found that parent engagement has long been seen as a crucial component of programs that can enhance the success of early childhood interventions. By expanding learning time, enhancing student motivation and school engagement, and raising expectations for success and achievement, parental participation can improve children's outcomes (Varshney et al, 2020). Numerous literature reviews and study syntheses have reported on the benefits of parental participa- high expectations for their children's performance (Varshney et al, 2020).…”

“…By expanding learning time, enhancing student motivation and school engagement, and raising expectations for success and achievement, parental participation can improve children's outcomes (Varshney et al, 2020). Numerous literature reviews and study syntheses have reported on the benefits of parental participa- high expectations for their children's performance (Varshney et al, 2020).…”

Family Socioecological Correlates of Lifestyle Patterns in Early Childhood: A Cross-Sectional Study from the EDEN Mother–Child Cohort

“…Missing data were taken into account using a combined inverse-probability weighting and multiple imputation (IPW/MI) approach: IPW accounts for missing outcomes (i.e., lifestyle patterns) data whereas MI deals with missing data on contextual factors for these respondents (n = 978) [27]. As suggested by Seaman et al [27] and Varsh-ney et al [28], we conducted a comparative sensitivity analysis to assess the impact of missing data. More information is available in Additional Text S2 ("Handling missing data-detailed procedure").…”

Differences in Factors Responsible for Lateness at School by Male and Female Learners in Selected Schools in Soshanguve Township, South Africa

“…Jonathan et al (2017) highlighted a negative attitude towards schooling, lack of strict discipline in school, and lack of parental monitoring as factors influencing the late coming of learners at schools. Parental involvement in their children's development has consistently been recognized as a key element that can promote the effectiveness of early childhood responsibility (Varshney et al, 2020). The nature of factors influencing late coming can be attributed to the exclusive complexity of social challenges facing male and female learners in society.…”