Perspectives on Implementation: Challenges and Successes of a Program Designed to Support Expectant and Parenting Community College Students in Rural, Midwestern State

Abstract

Objectives Expectant and parenting students (EPS) at community colleges are an underserved and often under-resourced group. In a rural, Midwestern state, the department of public health was awarded the Pregnancy Assistance Fund (PAF) grant to assist this population. This paper outlines the results of the implementation evaluation and offers suggestions for programs and evaluators working with this population in the community college setting. Methods We conducted a multicomponent evaluation utilizing quantitative and qualitative methods. Evaluation activities included tracking activities/services, surveys and interviews with participants, and interviews with community college staff implementing grant activities. The research team calculated frequencies for quantitative data and coded qualitative data for themes. Results Data from the community colleges and students’ self-reports revealed that EPS most commonly received concrete support from the program, often in the form of stipends or gift cards. Students reported that concrete support was beneficial and helped to relieve financial stress during the semester. Students’ major barriers to participation were lack of knowledge about the program and busy schedules that prevented them from accessing PAF services. Staff reported that difficulty identifying EPS and the short one-year project period were major implementation challenges. Conclusions for Practice We recommend that community colleges work to identify EPS, use fellow EPS to recruit program participants, and implement programming that works with the students’ schedules.

Supporting Expectant and Parenting Teens: New Evidence to Inform Future Programming and Research

“…Similarly, the two programs that demonstrated impacts on teen parents’ outcomes included in this supplement used different approaches to providing one-on-one support: New Heights was a school-based program that included case management (Asheer et al 2020b , this issue) and Healthy Families Healthy Futures enhanced with Steps to Success was based on a home visiting model (Zief et al 2020b , this issue). The other programs described in this supplement provided school- or college-based supports (Aufrichtig et al 2020 , this issue; Askelson et al 2020 , this issue; Amenumey et al 2020 , this issue), provided case management (Asheer et al 2020a this issue; Kang et al 2020 , this issue; Egan et al 2020 , this issue; McGirr et al 2020 , this issue), or focused on systems-level coordination among service providers (Purington et al 2020a , this issue; Workman and Browder 2020 , this issue). Taken together, these studies illustrate that effective programs can use different strategies—there is no one size fits all approach to serving teen parents.…”

“…For example, in a program designed to support student parents in college, staff found it difficult to identify expectant and parenting students because colleges do not typically have lists of such students. As a result, some eligible students did not know about the program (Askelson et al 2020 , this issue). In another program, only 60% of youth randomized to the Healthy Families Healthy Steps supplemented with Steps to Success home visiting program had more than five visits within the first year even though visits were intended to be at least monthly (Zief et al 2020b , this issue).…”

“…First, having a program champion (faculty or staff) within colleges helped to identify and recruit participants. Program administrators reported the program champion’s recruitment via word of mouth and his or her promotion of activities/services were most successful in reaching potential PAF participants (Askelson et al 2020 , this issue). Second, social-emotional supports such as social activities and support groups were frequently mentioned by participants as reasons for remaining in a case management program (Egan et al 2020 , this issue).…”