Two-Generation Programs: Successes and Challenges from Research & Practice Teresa Eckrich Sommer, PhD Senior Research Scientist Helping Parents, Helping Children: Exploring the Promise of Two-Generation Programs Princeton University May 22, 2014 Good afternoon. I’m so happy to be here to talk about what has been my passion, particularly for the last 6 years – two-generation interventions that harness the potential of parents and children a like to advance educationally at the same time. As Lindsay likes to say, it’s an idea my grandmother could have thought – supporting parents and children simultaneously. But we also know that programs for parents and children are delivered through separate funding streams, different professional identities and training, and through different policies and programs and that makes bringing educational programs for parents and children together challenging.

Our Two-Generation Definition Goal: educational, social, and economic advancement for parents & children in tandem Simple idea that’s hard to implement: quality & intensity for both generations Result: parents as better advocates, economic providers, role models I want to reiterate our view on two-generation programs 2

Two-Generation Research & Biases Key Research Question: What are the benefits to children, parents, and families of adding education & training for parents to Head Start services for children as compared to Head Start alone? As a research scientist at IPR focused on the nexus of research and practice and the social and human capital investments of families with limited resources, financial and educational, with my colleagues, we have been focused on a primary question in the two-generation field. Our focus is on adding parent investments to Head Start. 3

First Study: Voices of Parents Almost all mothers concerned for their children’s education & most believe college education essential Parents who observe children thriving may be more motivated to pursue education We began this work through a grant from the Gates foundation to first assess whether the primary agents in Early Education – parents, teachers, family support staff and center directors – thought that the idea of investing in parents education and training at an early education was central to their mission and programming they were will taking on. The answer at all levels was a resounding – yes! We also learned again something that was not surprising -. We also discovered the deep connection between children’s educational success and parents motivated to persist in pursuing their educational dreams despite the challenges. 4

Implications of First Study High quality early childhood education centers may be promising platform for adult education and training Many parents do not make the connection between their own educational success & their children’s Sommer, Chase-Lansdale, Brooks-Gunn, Gardner, Rauner & Freel, 2012 This study gave us the initial data that confirmed our hypothesis – high quality… BUT, we also discovered that many parents often do not…. We wanted to address this issue head on. And the best way is to learn from the parents who do make that connection - 5

Example of Parent Linking Own Education & Child’s You are an example to your kids and if you are the type of parent where you are trying to make your life better for you and your children… if you had that type of support system here, it’ll push you to do better, and it will push you to be better parents because you are doing this for your children. 6

Second & Third Studies: CareerAdvance® Two federally funded implementation and effectiveness studies of CAP Tulsa’s CareerAdvance® Studying parent human & social capital investment in Head Start stackable, sector-based education, training individual coaching, peer groups This work led to discovering arguably the most-advanced two-generation program adding quality and in-house education & training to Head Start Centers run by CAP Tulsa. We began studying key elements of this program that draws on the best of the workforce research to date – that training should be directed toward specific sectors with jobs and stackable training credentials with increasing wages and with what is often referred to as the “special sauce” – the coaching and peer supports that help parents access and develop confidence in their abilities to do the work and face challenges AND promote their sense of belonging with other parents and in the community college environment. 7

Fourth Study: Evanston Two-Generation Initiative Builds on first three studies and CareerAdvance® Low-cost model Emphasis on hands-on career exploration, financial skill building, skills, and goal setting Began with employers & employment opportunities And lastly, I’m wearing multiple hats in Evanston, IL to help develop a two-generation program, raise funds for its sustainability, and study its impact. In this program, we are building on our accumulated knowledge from the study of CareerAdvance and implementing a low-cost model that emphasizes the upfront hands on career exploration, financial skill building, and skills and confidence to set educational and career goals and to make progress on achieving the first few steps, whether they be finding and securing a first job to develop work experience, assessing their financial circumstances and filling out the FAFSA, or figuring out how to coordinate their children’s schooling with their own school or work schedule. The Evanston program has also begun to build employer relationships up front to create opportunities and connection for parents before training. 8

Composite Case Study: CareerAdvance® Sienna, 28 year old mother of Taylor (4 years) and Briana (9 years) Worked Walgreens 10 years at $8 per hour Enrolls in CAP & CareerAdvance®, achieves CNA and finds hospital job for $11 per hour; LPN next 9

What has Sienna & her family gained? Children Quality early learning Parent-teacher interactions & improved problem solving Better resources & learning interaction at home Improved routines & parenting practices 10

What have Sienna & family gained? Mother Extended social network, steady friend Improved problem solving for self, with employer, & with children Sense of competency & self- confidence improves Educational advancement & increased income at no cost 11

Challenges: Children Will her Taylor and Briana have enough time with their mother while she is working & in school? Will improvements in income be enough to positively impact her children, especially given unpaid educational loan debt? 12

Challenges: Family Will Sienna be able to persist educationally given multiple competing family demands? Will she find employment at wages & levels that lead to increasing family income? Will short-term tradeoffs of time & stress be worth the long-term benefits in wages? “mom guilt” 13

Successes: Program Peace of mind about young child & child thriving in center Coordinated schedules Increased parent confidence Skill building as parent, student & worker 14

Successes: Program Peers who create sense of belonging & provide support Coach who helps parents develop problem solving skills Financial supports that make school possible & that increase family resources 15

Challenges: Program True integration of parent & child programming Employers & employment Cost: siloed funding streams Research: study implementation & effectiveness 16

Integration of Parent & Child Programming Current two-generation programs: parallel play Children play adjacent to one another, but don’t try to influence other’s behavior Children play alone but are interested in what other children are doing. 17

New Advances in Child-Parent Programming Integrate child classroom materials for English language learning curriculum Financial literacy and math curriculum for parents & children simultaneously, culminating in children’s savings account 18

New Advances in Parent Child Programming Other shared parent-child curricula socio-emotional skill building cognitive & attention building skills Family needs assessment coach, teacher & parent goal setting for child & parent in tandem 19

Challenges: Program Employers & Employment Program Cost Employer partnerships essential Selection of sectors based in part on employer interest Program Cost Evaluate effectiveness of low & high cost interventions Economies of scale: individual coaching & peer support 20

Research-Program Partnership Evidence-based practice & continual innovation Willingness to be open laboratory Real-time feedback & program improvement Yet patient for longitudinal, experimental results 21

Conclusion Early indications promising Need for continued innovative programming for both generations Engagement of philanthropy during field-building Creative use & braiding of existing public dollars 22

Conclusion They deserve all the credit. We as interveners don’t. And that’s the best way to intervene. Ultimately, a person has within themselves some kind of capital, some kind of asset, like knowledge or confidence. And if they can bring that out, they carry that asset with them to the next difficulty in life. David Yeager quoted in “Who Gets to Graduate?” by Paul Tough, NYT Magazine, May 18, 2014 23

Email: t-sommer@northwestern.edu For More Information Email: t-sommer@northwestern.edu Thank you! 24