Home Visiting Among Inner-City Families: Links to Early Academic Achievement |
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| Authors: | Angela Nievar Amber L Brown Laura Nathans Qi Chen Veronica Martinez-Cantu |
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| Institution: | 1. Educational Psychology, University of North Texas, Denton, TX, USA;2. Department of Curriculum and Instruction, University of Houston Clear Lake;3. Department of Human Development and Family Studies, Penn State Scranton;4. Department of Evaluation and Assessment, Dallas Independent School District |
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| Abstract: | This study examines the long-term effects of a home visiting program, Home Instruction for Parents of Preschool Youngsters, on students from mostly low-income, Latino families (n = 254). Children who were in the home visiting program during their early years were compared with a similar demographic group who participated in prekindergarten in the same inner-city area but did not participate in home visiting. Data linked participation in home visiting to state test scores and other information from public schools through the end of elementary school. Research Findings: Secondary data analyses tested for intervention effects on reading and math achievement in an urban school district using 4 waves of data covering kindergarten through 5th grade. Growth curve modeling showed that participation in home visiting predicted higher academic achievement through the 5th grade. Practice or Policy: Parent-focused intervention during early childhood appears to have a lasting impact on children’s achievement. In addition to parent engagement, quality school curriculum and quality instruction affect achievement in elementary school. A comprehensive curriculum focus throughout the early school years should be implemented regardless of preparation for high-stakes testing. |
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