Home Visiting among Inner-City Families: Links to Early Academic Achievement

Autor/inn/en	Nievar, Angela; Brown, Amber L.; Nathans, Laura; Chen, Qi; Martinez-Cantu, Veronica
Titel	Home Visiting among Inner-City Families: Links to Early Academic Achievement
Quelle	In: Early Education and Development, 29 (2018) 8, S.1115-1128 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2018.1506229
Schlagwörter	Home Visits; Urban Areas; Standardized Tests; Achievement Tests; Academic Achievement; Reading Achievement; Mathematics Achievement; Low Income; Hispanic Americans; Comparative Analysis; Urban Schools; Parent Participation; School Readiness; Early Intervention; Minority Groups; Parent Student Relationship; Immigrants; Preschool Children; Kindergarten; Texas + Suchen Sie Ihr Suchwort? Hausbesuch; Urban area; Stadtregion; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schulleistung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Niedriglohn; Hispanic; Hispanoamerikaner; Urban areas; School; Schools; Stadt; Schule; Elternmitwirkung; Readiness for school; School ability; Schulreife; Ethnische Minderheit; Immigrant; Immigrantin; Immigranten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01