Dual-Generation Education and Training Interventions for Low-Income Families Escape From Poverty: P. Lindsay Chase-Lansdale Cells to Society (C2S): The.

Dual-Generation Education Dual-Generation Education and Training Interventions for and Training Interventions for

Low-Income FamiliesLow-Income Families

Escape From Poverty:

P. Lindsay Chase-LansdaleCells to Society (C2S): The Center on Social Disparities and Health

Institute for Policy Research, Northwestern University

Presentation at the Ascend Roundtable

March 29, 2011

Acknowledgements: Acknowledgements: CollaboratorsCollaborators

Teresa Eckrich SommerNorthwestern University

Jeanne Brooks-Gunn and Margo Gardner

Columbia University

Christopher King and Robert Glover University of Texas at Austin

Diane Rauner and Karen Freel Ounce of Prevention Fund, Chicago

Steven Dow and Monica Barczak Community Action Project of Tulsa

Acknowledgements: FundersAcknowledgements: Funders

Bill and Melinda Gates Foundation

Administration for Children, Youth, and Families, HHS

Presentation Overview

Education Crisis in America

Parents’ Roles in Children’s Success

Antipoverty Policy in the U.S.

Innovation: Ounce Collaboration with Chase-Lansdale and Brooks-Gunn

Disadvantage in the Disadvantage in the

United States:United States:

CHILDRENCHILDREN

Children Under Age 6, By Children Under Age 6, By Family Income, 2009Family Income, 2009

Middle/Middle/

UpperUpper

IncomeIncome

NearNear

PoorPoor

PoorPoor

Basic Facts About Low-income Children, 2009: Children Under Age 18. National Center for Children in Poverty, Columbia University

46%46% of children of children under 6 are low under 6 are low incomeincome

Children Under Age 6 Living in Children Under Age 6 Living in Low-Income Families, 1997-2009Low-Income Families, 1997-2009

Basic Facts About Low-income Children, 2009: Children Under Age 18. National Center for Children in Poverty, Columbia University

38

39

40

41

42

43

44

45

46

47

1997 1999 2001 2003 2005 2007 2009

% C

hil

dre

n U

nd

er 6 44.9

40.9

42.9

46

Education Crisis in America

Percent of 4th Graders Scoring Below Percent of 4th Graders Scoring Below Proficient by Family Income  Proficient by Family Income 

67%

83%

55%

0

10

20

30

40

50

60

70

80

90

All Students Low-income students Moderate and Highincome students

Per

cen

tag

e

Source: Council on Foundations, The Campaign for Grade Level Reading

Children Under 6 in Low-Income Children Under 6 in Low-Income Families, by Parent Education, Families, by Parent Education,

20092009

Some college or more

Less than high school

High school

Basic Facts About Low-income Children, 2009: Children Under Age 18. National Center for Children in Poverty, Columbia University

59%59% of parents of parents with high school with high school education or lesseducation or less

Defining Postsecondary Defining Postsecondary EducationEducation

A postsecondary degree (AA or BA)A postsecondary degree (AA or BA)

A certificate with value in the A certificate with value in the marketplacemarketplace

Access versus CompletionAccess versus Completion

Postsecondary enrollments, 2- and 4-Postsecondary enrollments, 2- and 4-year degreesyear degrees Increased 300% from 1965 to 2005Increased 300% from 1965 to 2005 From 5.9 million to 17.5 millionFrom 5.9 million to 17.5 million

Completion of PSE degreeCompletion of PSE degree Proportion has remained stagnantProportion has remained stagnant <50% attain a degree by age 26<50% attain a degree by age 26

Entry Rates in 4-year Entry Rates in 4-year Universities and CollegesUniversities and Colleges

0

10

20

30

40

50

60

70

80

90

100

Austr

alia

Icela

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Pola

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Fin

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epublic

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n …

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Italy

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Japan

Spain

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Data from Education at Glance 2008: OECD Indicators

Graduation Rates from 4-year Graduation Rates from 4-year Universities and CollegesUniversities and Colleges

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10

20

30

40

50

60

70

80

90

100

Ice

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Data from Education at Glance 2008: OECD Indicators

Socioeconomic Disparities in U.S. Socioeconomic Disparities in U.S. Postsecondary Degree CompletionPostsecondary Degree Completion

Graph from Isaacs et al., 2008; Brookings tabulation of PSID data from 2005

Fam

ily I

ncom

e Q

uint

ile

Parents’ Roles in TheirParents’ Roles in Their

Children’s SuccessChildren’s Success

A Conceptual Model of Inputs for A Conceptual Model of Inputs for Healthy Child DevelopmentHealthy Child Development

Family & Kin

Postsecondary Education

Home Environment

Non-family settings

Child Outcomes

Child Characteristics

Parental Characteristics

Community Context

Income

Employment

A Conceptual Model of Inputs for A Conceptual Model of Inputs for Healthy Child DevelopmentHealthy Child Development

Family & Kin• Fathers, husbands, and partners• Number of children• Kin availability and social networks• Income from family and networks

Parental Characteristics• Race/ethnicity• Age•Gender• Abilities• K-12 education• Mental health

Community Context• Neighborhood• Labor Market• Educational institutions• Public policies and social services

Income

Employment

Postsecondary Education

Home Environment• Partner/marital relationship • Parenting (warmth & connection; language & literacy; cultural traditions)•Shared learning and role modeling

Non-family settings• Preschool (0-5)• Evening/weekend care• K-12• After school programs

Child Characteristics• Race/ethnicity• Age• Gender• Temperament• Genetic Predispositions

Child Outcomes• School success• Social competence

U.S. Antipoverty Policies to Promote Socioeconomic Status

Welfare Reform

Earned Income Tax Credit

Education

AFDC/TANF Caseload: 1960-2007

0

1

2

3

4

5

6

# o

f Fam

ilies

in M

illio

ns

Source: U.S Department of Health and Human Services

http://www.acf.hhs.gov/programs/ofa/caseload/caseloadindex.htm

Percentage of Employed Married, Single and Never-married Mothers : 1985-2005

Per

cen

tag

e o

f m

oth

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g

Source: Gary Burtless, The Brookings Institution, 2005

Efforts to Improve Efforts to Improve Young Mothers’ EducationYoung Mothers’ Education

An underdeveloped fieldAn underdeveloped field

Overriding influence of welfare Overriding influence of welfare reformreform

Very modest results to dateVery modest results to date GEDGED College attendance, not completionCollege attendance, not completion

Little focus on fathersLittle focus on fathers

Disadvantage and Child Disadvantage and Child DevelopmentDevelopment

16 mos. 24 mos. 36 mos.

Cu

mu

lati

ve V

ocab

ula

ry (

Word

s)

College Educated Parents

Working Class Parents

Welfare Parents

Child’s Age

200

600

1200

Hart & Risley, 1995

When Mothers Increase Their When Mothers Increase Their Education,Education,

Children’s Learning ImprovesChildren’s Learning Improves

Magnuson,K. (2007).

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

Short-term outcomesShort-term outcomes

• Academic preparedness; career exposure• Social emotional readiness for kindergarten

• Understanding of relationship between own education and that of child

• Motivation to pursue education and careers• Defined education and career goals• Higher rates of PSE and career training enrollment and persistence

Theory of ChangeTheory of Change

Child

Mother(and

Father)

High-quality classroom

environments

ADD: • Career Coach• Partnerships with

community colleges, job

training

Family support services

Early Education

Child

Mother(and

Father)

Early Education

Long-term outcomesLong-term outcomesMid-term Mid-term outcomesoutcomes

• Increased high school graduation rates • Increased PSE attainment

• Higher rates of adult basic education • PSE credit accumulation• PSE persistence• PSE completion

• Success in elementary school

• Increased emotional well-being• Greater life stability• Career advancement• Increased salaries

Theory of ChangeTheory of Change

High-quality classroom

environments

ADD: •Career Coach•Partnerships with

community colleges, job

training

Family support services

Bill & Melinda Gates Foundation Bill & Melinda Gates Foundation Postsecondary Success InitiativePostsecondary Success Initiative

$69 million in grants to improve college $69 million in grants to improve college enrollment and completion rates in U.S.enrollment and completion rates in U.S.

By 2050, double the percentage of low-By 2050, double the percentage of low-income students who attain a postsecondary income students who attain a postsecondary degree degree

Goals Goals Improve postsecondary education systemImprove postsecondary education system Support young adult successSupport young adult success Influence policy and practiceInfluence policy and practice

Our ProjectOur Project

Exploratory Study Exploratory Study

Intervention FrameworkIntervention Framework

Research QuestionsResearch Questions

1. How do young, low-income mothers 1. How do young, low-income mothers vary in their postsecondary vary in their postsecondary educational readiness?educational readiness?

2. What does participation in high 2. What does participation in high quality early childhood education quality early childhood education programs mean for mothers’ programs mean for mothers’ educational trajectories?educational trajectories?

Research QuestionsResearch Questions

3. In what ways do mothers, in the 3. In what ways do mothers, in the context of high quality early context of high quality early education, connect their educational education, connect their educational goals for their children with their goals for their children with their own educational goals?own educational goals?

STUDY SITESSTUDY SITES

3 high quality, urban early 3 high quality, urban early childhood centers childhood centers

(6 months-5 years; full-day, full-year)(6 months-5 years; full-day, full-year)

Denver, Chicago, and MiamiDenver, Chicago, and Miami

DATA COLLECTIONDATA COLLECTION

51 Mothers, 12 interviewed twice51 Mothers, 12 interviewed twice

60-90 minute interviews, taped and 60-90 minute interviews, taped and transcribedtranscribed

17 Focus Groups17 Focus Groups Leadership, family support, teachersLeadership, family support, teachers

SAMPLESAMPLE

15-19 mothers at each site, randomly 15-19 mothers at each site, randomly selectedselected

Study sample (N=51) and program Study sample (N=51) and program population of 3 centers (N=302) similarpopulation of 3 centers (N=302) similar

Mothers’ CharacteristicsMothers’ Characteristics

27-3530%

18-2224%

23-2646%

Age

Other/Biracial2%

White6%

African-American

55%

Hispanic37%

Race/ethnicity

Mothers’ BackgroundMothers’ Background

Immigrant status 20% born outside of the United States

Marital status 14% married 61% single 24% cohabiting

Raising two children, on average

Education and Employment Education and Employment

Education

18% < HS 55% HS diploma 26% PSE degree

Employment

29% Full-time 31% Part-time 41% Not employed

Public AssistancePublic Assistance

14% Unemployment benefits

71% Food stamps

8% TANF

6% SSI

Data Coding and Analytic Data Coding and Analytic StrategiesStrategies

NVivo Data File NVivo Data File Transcribed mother interviews and focus Transcribed mother interviews and focus

groupsgroups Field notes and demographic surveys Field notes and demographic surveys

Two analytic approachesTwo analytic approaches Mother profilesMother profiles Grounded theoryGrounded theory

Mother ProfilesMother Profiles

Dimensions of Postsecondary ReadinessDimensions of Postsecondary Readiness

Postsecondary educational experiencesPostsecondary educational experiences Educational motivation and desireEducational motivation and desire Support system Support system Employment and financial supportsEmployment and financial supports Life circumstances and risksLife circumstances and risks

(3=high, 1=low)

Postsecondary education experiencesPostsecondary education experiences1=none1=none

2=discontinuous PSE2=discontinuous PSE

3=uninterrupted enrollment3=uninterrupted enrollment

Educational motivation and desireEducational motivation and desire1=little or none1=little or none

2=vague desire2=vague desire

3=specific plans3=specific plans

Coding SchemeCoding Scheme

Support SystemSupport System

1=none or just one person1=none or just one person

2=limited2=limited or inconsistent

3=regular support

Employment and financial supports1=mostly public assistance

2=part-time work and/or food stamps

3=adult with steady, full-time work

Coding SchemeCoding Scheme

Coding SchemeCoding Scheme

Life risks: family health, housing instability, legal status, trauma or loss, language barrier

1=two or more

2=only one

3=none

Reverse-coded

Variability in Potential Variability in Potential Postsecondary SuccessPostsecondary Success

0

1

2

3

4

5

6

7

8

9

10

6 7 8 9 10 11 12 13 14 15

Potential PSE Success

Nu

mb

er

of

Mo

the

rs

Variability in Potential Variability in Potential Postsecondary SuccessPostsecondary Success

High (N=9)

Medium (N=27)

Low (N=15)

High PSE Readiness Level: High PSE Readiness Level: I’m going for it; nothing will stop meI’m going for it; nothing will stop me

HS degree or GED, mostly on-time with HS degree or GED, mostly on-time with positive learning experiencespositive learning experiences

2/3 currently enrolled in PSE program2/3 currently enrolled in PSE program

Highly motivated with specific goalsHighly motivated with specific goals

Strong support networkStrong support network

High Level of PSE ReadinessHigh Level of PSE Readiness

Do they need an intervention?Do they need an intervention?

Doing well currently, but one crisis awayDoing well currently, but one crisis away

Possible narrow or short-term visionPossible narrow or short-term vision

Low PSE Readiness Level:Low PSE Readiness Level:I want my child to succeed where I have notI want my child to succeed where I have not

HS drop out or GEDHS drop out or GED

Few positive high school learning Few positive high school learning experiencesexperiences

None enrolled in PSENone enrolled in PSE

Limited social supportsLimited social supports

Low Level of PSE ReadinessLow Level of PSE Readiness

Lack of success: poor ability, poor Lack of success: poor ability, poor opportunities, or both?opportunities, or both?

Significant challenges: how can we Significant challenges: how can we better support them?better support them?

Beyond scope of educational Beyond scope of educational intervention?intervention?

Medium PSE LevelMedium PSE Level

3 possible subgroups3 possible subgroups

Highly motivated but lack emotional or Highly motivated but lack emotional or financial supportfinancial support

Regular supports and some financial Regular supports and some financial stability, not highly motivatedstability, not highly motivated

Doubt PSE is right choice currently for Doubt PSE is right choice currently for reasons that may make sensereasons that may make sense

Mothers View College As Mothers View College As EssentialEssential

Mothers View College As Mothers View College As EssentialEssential

“You can’t make it today without an education. You need a degree – that’s how I feel.”

“I think it should be…a requirement because it’s like right now, in this day, in this world, you really, really, need an education beyond high school.”

High Aspirations High Aspirations

All (51) mother’s committed to their children’s educational achievement, most often college (39), or more

Some mothers committed to their own education; others had given up and focused only on children

Implications of High Implications of High Aspirations? Aspirations?

Not surprising given college for all ethos

Ambition paradox: mismatch between goals and successful pursuits

Unrealistic expectations may have negative consequences

PSE and Single Student-PSE and Single Student-Parents Parents

Rates of college enrollment doubled (7% to 13%) for unmarried parents in last 20 years

Only 4.6% complete BA within 6 years

Community colleges: only 23 % of those who enroll complete a degree in 4 years

Participation in High Quality Early Participation in High Quality Early Education Can Make a Education Can Make a

Difference in Parents’ Views of Difference in Parents’ Views of What is PossibleWhat is Possible

Child Care As Context for Adult Child Care As Context for Adult Educational InterventionEducational Intervention

Child development

My child is learning and growing here.

Psychosocial benefit

I don’t have to worry. I can focus on school or work.

Relational support

I get support at the center.

Information support

I find helpful information and resources here.

My child is learning and growing My child is learning and growing here (N=50)here (N=50)

When I came here it was like, it really looks like a school! Like I like it so much because… it’s not just a place, somewhere for the kids to just come and play. It is not like a daycare where they just go and play; all day they are learning and interacting with other kids and that’s what I want them to do. I don’t want them to be sheltered from the real world, I want them to be able to interact with kids and get an early start, you know.

I don’t have to worry; I can focus on I don’t have to worry; I can focus on school or work (N=38)school or work (N=38)

…like right now, per se, I don’t worry. You know when you’re trying to focus on school, you need to try to weed out all the problems, everything that’s going to take away from your education. Like childcare, if you don’t have no one to watch your children, you can’t go to school…If you think your child is somewhere that is not safe, you can’t read and understand what you’re reading…

I get support at the center (N=33)I get support at the center (N=33)

Well like Ms. D, I love Ms. D because she's like your mother that stays on you… And if you -- if something's wrong she wants you to be able to talk to her - because then they can help you and keep you moving… they're just like another set of people that you can have in your corner. They always, you know, they just want to know what's going on with you, not just with your son, but with you as well... So they really care about you just as well as they care about your child.

Parenthood, When Combined Parenthood, When Combined With Participation In High With Participation In High

Quality Child Care, Can Be a Quality Child Care, Can Be a Powerful Educational MotivatorPowerful Educational Motivator

Parenthood May Provide Powerful Parenthood May Provide Powerful Educational MotivatorEducational Motivator

I want to give my child more than I had (N=26)

I want to be a good educational role model for my child (N=35)

I know that my child’s school success is linked to my own educational success (N=2)

I want to give my child more than I I want to give my child more than I had.had.

I do want them to go above and beyond... Definitely when you are a parent, you always want your, your children to do more than what you did.

I want to be a good educational I want to be a good educational role model for my child.role model for my child.

Interviewer: What are your dreams and goals for your boys?

Respondent: Well, I want them to of course finish high school and go to college. I want to be able to show them I went to college, and I was a person that I would have never seen myself in college. I know that if I can do it, they can do it.

I know that my child’s school I know that my child’s school success is linked to my own success is linked to my own

educational success.educational success.I put myself as an example because I think a lot

about the educational future of my daughter and mine too. The first thing that comes to mind is if I study, she is going to live better. And, as she sees my example, she is going to prepare herself mentally, as she grows, to focus in her studies., because that is what she’s going to see…. I focus on her education because without an education, you are nothing. What are you going to do? That is the best legacy you can give to your children.

StaffStaff: Mothers’ Education and : Mothers’ Education and Children’s LearningChildren’s Learning

Mothers enrolled in postsecondary education may positively influence their children’s learning.

We have a mom who’s a mechanic, and she just graduated from school. His <her son’s> vocabulary is through the roof; it’s so rich. She <the mother> talks about working on cars, different kinds of cars, colors of cars, what in a car… I mean he knows more about cars than we do….

StaffStaff: Children’s Learning and : Children’s Learning and Mothers’ EducationMothers’ Education

Parents who observe their children’s success in early care may be more motivated to persist educationally

I think the parents who are really excited about their child’s education were the ones that then said ‘Okay, I’m gonna do something about my education.’

Part of the success for families here is that their investment here leads them to figure out ways to make themselves successful.

An Innovative An Innovative Dual-Generation Education Dual-Generation Education

InterventionIntervention

Parents and Children: Parents and Children: Dual-Generational ApproachDual-Generational Approach

Early Childhood Early Childhood Education CenterEducation Center

PSE Coach

Student Peer

Cohorts

Financial Incentives & Supports

Workforce Development/

Employers

Basic Education

& ESL

Local

Colleges

Elementary Schools

Education2

CareerAdvanceCareerAdvance Model Model

Community Action Project (CAP), Tulsa, OK, Steven Dow and Monica Barczak

Christopher King & Bob Glover, LBJ School, Ray Marshall Center, UT-Austin

Hiro Yoshikawa, Harvard Graduate School of Education

Directions for the Future

How does Ascend define Two Generation Programs?

Role of fathers

Compelling evidence for shaping future

policy and practice

Parents and ChildrenParents and Children ““You are an example to your kids and if you are the You are an example to your kids and if you are the

type of parent where you are trying to make your life type of parent where you are trying to make your life better for you and your children…..So if you all had better for you and your children…..So if you all had that type of support system here, it'll push you to do that type of support system here, it'll push you to do better, and it will push you to be better parents better, and it will push you to be better parents because you're doing this for your kids… It's an because you're doing this for your kids… It's an intimidating factor because we didn't go to school… intimidating factor because we didn't go to school…

But if you had somebody that you could talk to and But if you had somebody that you could talk to and they're like, okay, you're going to school for they're like, okay, you're going to school for thisthis…It'll …It'll kind of motivate you. And even if your kids see you kind of motivate you. And even if your kids see you talking to somebody, it'll kind of motivate them to talking to somebody, it'll kind of motivate them to know that, okay, my mamma did this. I can do it too…”know that, okay, my mamma did this. I can do it too…”

CareerAdvanceCareerAdvance Model Model

Community Action Project (CAP), Tulsa, OK, Steven Dow and Monica Barczak

Christopher King & Bob Glover, LBJ School, Ray Marshall Center

Hiro Yoshikawa, Harvard Graduate School of Education

Case Example: Case Example: Focus on Children and JobFocus on Children and Job

Having children changed her focus

• “Made me wake up and take things more seriously”

Full-time at well-paying, satisfying job in customer service at supermarket chain

When asked about school, “I just want to work,” too much time away from children

Life Balance: Life Balance: Responsibilities as ParentsResponsibilities as Parents

““If I would go to school, I wouldn’t be able to go every If I would go to school, I wouldn’t be able to go every day because I work every day. I would have to set a day because I work every day. I would have to set a schedule.… schedule.… I just don’t want to be so stuck with that I just don’t want to be so stuck with that because I really won’t have any time with my kidsbecause I really won’t have any time with my kids… …

And for my son to not see me all the time, I feel bad, you And for my son to not see me all the time, I feel bad, you know? Because when my son sees me he’s like [know? Because when my son sees me he’s like [gaspgasp,] ,] like he saw Jesus or something. He starts saying like he saw Jesus or something. He starts saying mama mama papa dadapapa dada…he just starts blabbing because he’s so …he just starts blabbing because he’s so excited to see me. So that’s why I don’t want to get stuck excited to see me. So that’s why I don’t want to get stuck at school or at school or work…I don’t want to feel like I’m rejecting work…I don’t want to feel like I’m rejecting them, you know?”them, you know?”

Family, Work, AND School?Family, Work, AND School?

If and when is a PSE intervention appropriate?

Would mothers see their choices differently if they had more knowledge or guidance about options in the short and long run?

Part-time or Full-time?Part-time or Full-time?

If schooling is part-time, can mothers with young children support themselves and stay committed and motivated over a longer time frame?

Should an intervention focus only on parents who can attend school full-time?