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
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
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
nd
Pola
nd2
Fin
land
Sw
eden
New
Zeala
nd
Slo
vak R
epublic
Norw
ay
Hung
ary
Russia
n …
United S
tate
sK
ore
aD
enm
ark
Neth
erl
ands
United K
ing
dom
Isra
el
OE
CD
avera
ge
EU
19 a
vera
ge
Italy
Port
ug
al
Cze
ch R
epublic
Gre
ece
Slo
venia
Japan
Spain
Chile
Esto
nia
Irela
nd
Austr
iaS
witze
rland
Germ
any
Belg
ium
Mexic
oT
urk
ey
Perc
enta
ge
Data from Education at Glance 2008: OECD Indicators
Graduation Rates from 4-year Graduation Rates from 4-year Universities and CollegesUniversities and Colleges
0
10
20
30
40
50
60
70
80
90
100
Ice
lan
d
Au
str
alia
Ne
w Z
ea
lan
d
Fin
lan
d
Po
lan
dD
en
ma
rk
Ne
the
rla
nd
s
No
rwa
y
Sw
ed
en
Ita
ly
Ire
lan
d
Un
ited
Kin
gd
om
Ja
pa
nO
EC
D a
ve
rag
e
Isra
el
Un
ited
Sta
tes
EU
19
ave
rag
e
Ca
na
da
Slo
va
k R
ep
ub
lic
Po
rtu
ga
lS
pa
in
Hu
ng
ary
Sw
itze
rla
nd
Cze
ch
Re
pu
blic
Au
str
ia
Ge
rma
ny
Slo
ve
nia
Gre
ece
Tu
rke
y
Perc
enta
ge
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
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
ers
wo
rkin
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
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
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
“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
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?