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

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

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

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

Education Crisis in the U.S.

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

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

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

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

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

Unifying form: Target parents and their children simultaneously

Variation in structure and content

Idea is not new

Two-Generation Programs

Simultaneously connect and integratehigh quality and intensive human capital investments

Two-Generation Programs:LCL and JBG Definition

Early ChildhoodEducation

Workforce Development

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.

Research Hypothesis

Two generation programs will have a greater impact on

children than early childhood education alone

Empirical evidence lags behind practice and policy

Theoretical evidence is compelling

Two-Generation Programs: Research and Practice in 2014

Why Would Two-Generation Programs Be Effective?

Continuity and Change Theory

Ecological Theory

Risk and Resilience Theory

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

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

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

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

When Mothers Increase Their Education,

Children’s Learning Improves

Magnuson,K. (2007).

Dashed Lines reflect the time period during which mother's education increased

Early Childhood Education

Short and long-term outcomes

Evidence on quality and scale-up

What’s New?Significant Advances in Programs and

Research

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

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

National Spotlight on Post-Secondary Education

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

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

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

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

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

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

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

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

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