TY - JOUR
T1 - Who drops out of early head start home visiting programs?
AU - Roggman, Lori A.
AU - Cook, Gina A.
AU - Peterson, Carla A.
AU - Raikes, Helen H.
N1 - Funding Information:
Analyses for this article were supported by a grant from Harvard University, grantee for the National Home Visiting Forum, and from the E. M. Kauffman Foundation, the Packard Foundation, and ZERO TO THREE. The Home Visiting Forum was formed to promote research across national programs that provide home visiting services to families.
Funding Information:
The findings reported here are based on research conducted as part of the national Early Head Start Research and Evaluation Project funded by the Administration for Children and Families (ACF), U.S. Department of Health and Human Services, under Contract 105-95-1936 to Mathematica Policy Research, Princeton, NJ, and Columbia University’s Center for Children and Families, Teachers College, in conjunction with the Early Head Start Research Consortium. The Consortium consists of representatives from 17 programs participating in the evaluation: 15 local research teams, the evaluation contractors, and ACF. Research institutions in the Consortium (and principal researchers for conducting this research through 36 months of age) include ACF (Rachel Chazan Cohen, Judith Jerald, Esther Kresh, Helen Raikes, and Louisa Tarullo); Catholic University of America (Michaela Farber, Harriet Liebow, Nancy Taylor, Elizabeth Timberlake, and Shavaun Wall); Columbia University (Lisa Berlin, Christy Brady-Smith, Jeanne Brooks-Gunn, and Allison Sidle Fuligni); Harvard University (Catherian Ayoub, Barbara Alexander Pan, and Catherine Snow); Iowa State University (Dee Draper, Gayle Luze, Susan McBride, Carla Peterson); Mathematica Policy Research (Kimberly Boller, Jill Constantine, Ellen Eliason Kisker, John M. Love, Diane Paulsell, Christine Ross, Peter Schochet, Cheri Vogel, and Welmoet van Kammen); Medical University of South Carolina (Richard Faldowski, Gui-Young Hong, and Susan Pickrel); Michigan State University (Hiram Fitzgerad, Tom Reischl, and Rachel Schiff-man); New York University (Mark Spellmann and Catherine Tamis-LeMonda); University of Arkansas (Robert Bradley, Richard Clubb, Andrea Hart, Mark Swanson, and Leanne Witeside-Mansell); University of California, Los Angeles (Carollee Howes and Claire Hamilton); University of Colorado Health Sciences Center (Robert Emde, Jon Korfmacher, JoAnn Robinson, Paul Spicer, and Norman Watt); University of Kansas (Jane Atwater, Judith Carta, and Jean Ann Summers); University of Missouri–Columbia (Mark Fine, Jean Ispa, and Kathy Thornburg); University of Pittsburgh (Beth Green, Carol McAllister, and Robert McCall); University of Washington School of Education (Eduardo Armijo and Joseph Stowit-schek); University of Washington School of Nursing (Kathryn Barnard and Susan Spieker); and Utah State University (Lisa Boyce, Gina Cook, Catherine Callow-Heusser, and Lori Roggman).
PY - 2008/7
Y1 - 2008/7
N2 - Research Findings: Early Head Start home-based programs provide services through weekly home visits to families with children up to age 3, but families vary in how long they remain enrolled. In this study of 564 families in home-based Early Head Start programs, "dropping out" was predicted by specific variations in home visits and certain family characteristics. It also was negatively related to several targeted program outcomes. Home visits to dropout families focused less on child development, were less successful at engaging parents, and had more distractions. Dropout families had more risks and changes of residence, were more likely to be headed by a single mother, and were less likely to have a mother with poor English skills or a child with a documented disability. Practice or Policy: Home visiting programs may be able to reduce dropout rates, and thereby increase the duration of services to each family, by keeping home visits engaging and focused on child development and also by individualizing to the specific needs of families at risk for dropping out. To keep families involved longer, home visiting programs should consider (a) planning home visits that are longer, more engaging for both parent and child, scheduled at a time when there are fewer distractions for the family; and (b) spending the majority of time on child development activities and topics.
AB - Research Findings: Early Head Start home-based programs provide services through weekly home visits to families with children up to age 3, but families vary in how long they remain enrolled. In this study of 564 families in home-based Early Head Start programs, "dropping out" was predicted by specific variations in home visits and certain family characteristics. It also was negatively related to several targeted program outcomes. Home visits to dropout families focused less on child development, were less successful at engaging parents, and had more distractions. Dropout families had more risks and changes of residence, were more likely to be headed by a single mother, and were less likely to have a mother with poor English skills or a child with a documented disability. Practice or Policy: Home visiting programs may be able to reduce dropout rates, and thereby increase the duration of services to each family, by keeping home visits engaging and focused on child development and also by individualizing to the specific needs of families at risk for dropping out. To keep families involved longer, home visiting programs should consider (a) planning home visits that are longer, more engaging for both parent and child, scheduled at a time when there are fewer distractions for the family; and (b) spending the majority of time on child development activities and topics.
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U2 - 10.1080/10409280701681870
DO - 10.1080/10409280701681870
M3 - Article
AN - SCOPUS:49649110899
SN - 1040-9289
VL - 19
SP - 574
EP - 599
JO - Early Education and Development
JF - Early Education and Development
IS - 4
ER -