CPC Learning & Sharing
The Child-Parent Center (CPC) Expansion project will produce four annual implementation reports highlighting progress and updates in CPC schools (to be released in the first quarter of 2014 – 2017). The 2013 report includes only baseline data. Additional information is available in the 2014 Annual Report and the 2015 Annual Report. SRI International is the external evaluator. SRI and the CPC team will develop a variety of materials to make the evaluation results useful to a wide range of stakeholders. The evaluation results at the end of the grant period will include an evaluation of the effect of the CPC Expansion as a whole, as well as other evaluation questions on subgroup and dosage effects. The grant team will convene various audiences to share findings. They hope to share case studies, funding sources that might be tapped by those interested in replicating the Child-Parent Program, state and local policies that support CPC implementation and a description of the six key elements of CPC.
Key Evaluation Questions
◍ What are the characteristics of each of the implementation sites?
◍ How did each site do in implementing the 6 key elements of the Child-Parent Center model?
◍ Do students in the intervention schools make greater gains in school readiness skills and early school achievement (early literacy, reading, mathematics, social skills and behavior) compared to students in the comparison schools?
◍ Do parents of students in the intervention schools show greater involvement in their children’s school, more frequent parenting practices that support early learning, and greater increases in education level and employment compared with parents of students in the comparison schools?
◍ Do outcomes vary as a function of child, family, and program characteristics?
Evaluation ResultsThe Child-Parent Center Expansion project has released a summary of their baseline data. In early 2014, the team also released an initial discussion paper, summarizing early findings on the impact of full-day vs. part-day preschool, attendance and parent involvement. The results were also published in the Journal of the American Medical Association in November of 2014. Articles with results from several CPC research studies have already been published, including the following:
• Pediatrics (July 2016): Multi-Site Expansion of an Early Childhood Intervention and School Readiness
• Journal of Education for Students Placed at Risk (2015): Effective Partnerships in School Reform: Lessons Learned from the Midwest Child-Parent Center Expansion
• Journal of the American Medical Association (November 26, 2014): Association of a Full-Day vs Part-Day Preschool Intervention with School Readiness, Attendance, and Parent Involvement [FILE ATTACHED, FILENAME JAMA NOVEMBER 2014.PDF]
The Child-Parent Center Expansion project team work hard to share what they are testing and what they are learning with a wide range of audiences. The team regularly attends academic conferences and has presented at the Society for Research in Child Development, The Society for Prevention Research, The National Association for the Education of Young Children (NAEYC), the Head Start Conference, and others. Recent impact analyses have focused on attendance findings and the impact of full-day PreK on school readiness.For anyone interested in learning more about the Child-Parent Center model and what to consider in replicating the model elsewhere, the project team created a comprehensive guidance document.
The Child-Parent Center team also shares materials created to support their project sites. Other programs focused implementing the CPC essential elements could adopt these materials for their own use. For example, see the Parent Involvement Newsletter. Another example is the CPC Family Needs Assessment. All CPC sites conduct a needs assessment with families at the beginning of the year. Sites use the results of the needs assessment to build and structure their parent programming. Early findings indicate that parents are more likely to attend the specific events that express interest in.
A key effort by the Child-Parent Center expansion project is to ensure the sustainability of the CPC program in the Investing in Innovation (i3)-funded implementation sites and beyond. The Child-Parent Center Expansion has been thrilled with the progress made towards sustaining the model in the participating districts after funding ends. In collaboration with the University of Minnesota, all districts chose to implement the CPC model for a second cohort starting in PreK in the 2013-2014 school year.Chicago Public Schools also chose to expand access to CPC services in the 2014-2015 school year through a creative financing strategy using Social Impact Bonds (SIB). Mayor Rahm Emanuel announced the expansion in October, 2014. Under the SIB financing, 2,600 children will receive CPC services over the next four years in addition to those in the Child-Parent Center Expansion cohorts. Read Chicago Public School’s Press Release. SRI International has been hired to conduct the evaluation of child outcomes for the Social Impact Bonds, read their 2014-15 report.
The CPC Expansion has partnered with The Center for the Study of Education Policy (CSEP) at Illinois State University, to support individual districts in sustainability planning. They have worked with Normal, Illinois, to facilitate a Vision/Mission committee and hosted community forums for the Child-Parent Center at Sugar Creek Elementary School. Other sustainability activities available to the districts include:
◍ Support identifying local resources to assist their work, based on an asset mapping manual and tools developed for all of the CPC sites (available in the download center to the right).
◍ Developing a case study that clearly communicates work occurring in CPCs at the district-level.
Learn more about the CPC at Sugar Creek or the Center for the Study of Education Policy. If your community is interested in adopting the Child-Parent Center model, check out the Expansion Packet in the Download Center.