two-generation programs in the 21 st century p. lindsay chase-lansdale frances willard professor of...
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Two-Generation Programs in the 21st Century
P. Lindsay Chase-Lansdale
Frances Willard Professor of Human Development and Social PolicyFaculty Fellow, Institute for Policy Research
Associate Provost for Faculty
Northwestern University
Helping Parents, Helping Children:Exploring the Promise of Two-Generation Programs
Princeton, NJ May 22, 2014
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Acknowledgements: Collaborators
• Jeanne Brooks-GunnColumbia University
• Teresa Eckrich Sommer & Terri J. Sabol Northwestern University
• Hirokazu Yoshikawa New York University
• Christopher King University of Texas at Austin
• Steven Dow & Monica Barczak Community Action Project of Tulsa
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Acknowledgements: Funders
• Administration for Children and Families, Health & Human Services
• Ascend at the Aspen Institute
• W.K. Kellogg Foundation
• Bill and Melinda Gates Foundation
• George Kaiser Family Foundation
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Education Crisis in the U.S.
Two-Generation Programs 1.0 and 2.0
Theory and Empirical Evidence
What is Happening Nationally?
Future Directions
Presentation Overview
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Education Crisis in the U.S.
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Educational Requirements in the 21st Century
Education beyond high school is essential for success in the global economy
U.S. labor market increasingly requires higher levels of education and training
Disappearance of family-supporting, low-skilled jobs
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Parents’ Education among Low-Income Children Under Age 3, 2010
Basic Facts About Low-income Children, 2010: Children Under Age 3. National Center for Children in Poverty, Columbia University
67% of low income children have parents with a high school degree or less
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Socioeconomic Disparities in U.S. Postsecondary Degree Completion
Graph from Isaacs et al., 2008; Brookings tabulation of PSID data from 2005
Fam
ily I
ncom
e Q
uint
ile
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Student Parents 27% of all undergraduates are student parents
Delayed Enrollment Attending school part time
0
10
20
30
40
50
60
70
8068% 64%
48% 48%
Student Parents Non-Parent Students
Per
cen
t o
f st
ud
ents
National Center for Education Statistics (NCES). (2002). Nontraditional Undergraduates.
Delayed Enrollment and Part-time Attendance among Student Parents vs. Non-Parent Students
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Children Under Age 6 Living in Low-Income Families, 1997-2010
Basic Facts About Low-income Children, 2010: Children Under Age 6. National Center for Children in Poverty, Columbia University
36
38
40
42
44
46
48
50
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
% o
f Chi
ldre
n U
nder
Age
6 44.9
40.9
42.9
48
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Unifying form: Target parents and their children simultaneously
Variation in structure and content
Idea is not new
Two-Generation Programs
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Simultaneously connect and integratehigh quality and intensive human capital investments
Two-Generation Programs:LCL and JBG Definition
Early ChildhoodEducation
Workforce Development
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Two-Generation Programs 2.0
Child• Early childhood
education centers
• Pre-K to 3rd gradeprograms
Parent• AA and BA
degrees
• Certification
• Job training
Child & Parent• Early childhood
education centers
• Pre-K to 3rd grade programs
• AA and BA degrees
• Certification
• Job training
2.0 Programs
1.0 Programs
Chase-Lansdale, P.L., & Brooks-Gunn, J. (2014). Two-Generation Programs in the Twenty-First Century. Future of Children.
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Research Hypothesis
Two generation programs will have a greater impact on
children than early childhood education alone
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Empirical evidence lags behind practice and policy
Theoretical evidence is compelling
Two-Generation Programs: Research and Practice in 2014
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Why Would Two-Generation Programs Be Effective?
Continuity and Change Theory
Ecological Theory
Risk and Resilience Theory
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Change ModelShort-term outcomes
• Improved cognitive and social development
• Higher attendance
• Readiness for kindergarten
• Motivation to pursue education and careers
• Defined education and career goals
• Higher rates of adult basic education
• Higher rates of education and career training enrollment
Child
Parent
Two Generation Programs
Early Childhood Centers
• High-Quality Classrooms
• Family Support Services
PSE/Workforce Development
• Community Colleges
• Job Training Programs
• EmployersPassage of time from parents’ initial enrollment: 0- 2 years
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Change Model
Child
Parent
Two Generation Programs
Early Childhood Centers
• High-Quality Classrooms
• Family Support Services
PSE/Workforce Development
• Community Colleges
• Job Training Programs
• Employers
Mid-term outcomes
• Higher rates of persistence in education and job training
• Improved job training skills and career development
• Higher rates of employment
• Higher wage growth
• Higher motivation and engagement in school
• Academic success in elementary school
• Social competence
Passage of time from parents’ initial enrollment: 2-5 years
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Change Model
Child
Parent
Two Generation Programs
Early Childhood Centers
• High-Quality Classrooms
• Family Support Services
PSE/Workforce Development
• Community Colleges
• Job Training Programs
• Employers
Long-term outcomes• Increased high school graduation
rates
• Increased training and postsecondary education attainment
• High expectations and positive future orientation
• Stable career
• Family supporting wage
• Greater life stability
• Better functioning family system
Passage of time from parents’ initial enrollment: 5+ years
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Change Model
Child
Parent
Two Generation Programs
Early Childhood Centers
• High-Quality Classrooms
• Family Support Services
PSE/Workforce Development
• Community Colleges
• Job Training Programs
• Employers
Short, mid-, andlong-term outcomes
• Understanding of relationship between own education and that of child
• Higher expectations for children and growing investment in their
learning
• Improved parenting practices
• Increased physical and emotional well being
Passage of time from parents’ initial enrollment: 0- 5+ years
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When Mothers Increase Their Education,
Children’s Learning Improves
Magnuson,K. (2007).
Dashed Lines reflect the time period during which mother's education increased
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Early Childhood Education
Short and long-term outcomes
Evidence on quality and scale-up
What’s New?Significant Advances in Programs and
Research
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Jan. 30, 2014 Gail Collins
Feb 13, 2013
May 29, 2013
Oct 16, 2013
National Spotlight on Early Childhood Education
Sep 19, 2013
April 17, 2014
April 18, 2014
Jan. 30, 2014 Nicholas Kristof
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What’s New?Significant Advances in Programs and
Research
Postsecondary Education Expanded Availability Contextualized GED Training Role of Coaches, Peers Supports
Job Training Workforce Intermediaries
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National Spotlight on Post-Secondary Education
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Adding adult programs to child programs
Adding child programs to adult programs
Adult and child programs merged within existing organizations or agencies
Adult and child programs in residential programs
On the Ground Programs 2.0
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Adding adult programs to child programs
Program Platform Services
CareerAdvance®
Community Action Project of Tulsa, OK (CAP Tulsa)
Head Start • Stackable training at community colleges
• Career coaches• Incentives• Peer supports
College Access and Success Program (CAASP)
Educational Alliance
Head Start • College prep• ESL and GED courses• Mental health counseling• Financial supports
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Adding child programs to adult programs
Program Platform Services
Dual-Generation and Green Jobs
Los Angeles Alliance for a New Economy (LAANE)
Job training program
• Employment training inpublic utilities
• Online learning• Peer supports• Coaches• Early childhood education
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Adult and child programs merged within existing organizations
Program Platform Services
Avance Parent-Child Education Program
ECE and Elementary school
• Parenting classes • Home visits• ESL courses, GED prep, PSE• Mentoring
The Annie E. Casey Foundation Atlanta Partnership
ECE and Elementary school
• Workforce development• Subsidized housing• Asset-building
Garrett County Community Action Committee
Head Start • Financial literacy classes• Support for savings accounts• Affordable rental units
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Adult and child programs inresidential programs
Program Platform Services
The Keys to Degrees Program
Endicott College
Residential college
• Housing in residential dorms
• College courses and mentoring
• Montessori programs
Housing Opportunity and Services Together (HOST)
The Urban Institute
Housing authorities
• Public or mixed-income housing• Financial literacy and self-
sufficiency training• Youth support groups and after
school programs
Jeremiah Program
Minneapolis and St. Paul, Minnesota
Housing • Housing• Education and workforce training
• Partnerships with employers
• Peer meetings
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Two-Generation Programs 2.0: Considerations
Programs for fathers and mothers
Equivalent program quality and intensity for each generation
Increase integration of parent and child programming
Positive outcomes may take many years
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Two-Generation Programs 2.0: Conclusions
Very early stages
Hold promise for advancing the human capital of low-income parents and children
Time is ripe for innovation, experimentation, and evaluation
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Perry Preschool Abecedarian OK Pre-k Tennessee Pre-k Head Start Impact Study
0
0.2
0.4
0.6
0.8
1
1.21.10
0.90
0.79
0.46
0.22
Eff
ec
t S
ize
Early Childhood Education and Child Outcomes
Model Programs from 1960s and 1970s
Prekindergarten programs
Head Start
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Ready for school at
age 5
Academic achievement
at 14
High school graduate
Earned $20k+ at 40
Arrested 5+ times at 40
67%
49%
77%
60%
30%28%
15%
60%
40%50%
Preschool group Control group
Model Programs from 1960s and 1970s
Short and long term effects of Perry Preschool
Schwinhart, 2003