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

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

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?

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

Implications of First Study o High quality early childhood education centers may be promising platform for adult education and training o Many parents do not make the connection between their own educational success & their children’s Sommer, Chase-Lansdale, Brooks-Gunn, Gardner, Rauner & Freel, 2012

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.

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 o stackable, sector-based education, training o individual coaching, peer groups

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

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

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

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? Challenges: Children

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” Challenges: Family

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

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

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

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

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

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

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

For More Information Thank you!