[et_pb_section fb_built=”1″ _builder_version=”4.16″ global_colors_info=”{}” theme_builder_area=”post_content”][et_pb_row _builder_version=”4.16″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}” theme_builder_area=”post_content”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||” theme_builder_area=”post_content”][et_pb_text _builder_version=”4.17.4″ _module_preset=”default” global_colors_info=”{}” theme_builder_area=”post_content”]<\/p>\n
Se han realizado m\u00e1s de una docena de estudios de resultados sobre los efectos del modelo Parents as Teachers. Las evaluaciones han contado con el apoyo de diversos estados, distritos escolares, fundaciones privadas, universidades y organizaciones de investigaci\u00f3n. Con cada nueva evaluaci\u00f3n, seguimos aprendiendo sobre los ni\u00f1os y las familias atendidas por Parents as Teachers y los impactos a largo plazo en las comunidades.<\/p>\n
Results show:<\/p>\n
[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”2_5,3_5″ _builder_version=”4.17.4″ background_color=”#4CB3C2″ background_image=”https:\/\/parentpossible.org\/wp-content\/uploads\/2022\/09\/Asset-8.png” background_position=”center_left” background_horizontal_offset=”72%” hover_enabled=”0″ locked=”off” global_colors_info=”{}” theme_builder_area=”post_content” background_last_edited=”on|desktop” background_enable_image_phone=”off” background_color_phone=”#FFFFFF” background_enable_color_phone=”on” sticky_enabled=”0″][et_pb_column type=”2_5″ _builder_version=”4.17.4″ custom_padding=”|||” hover_enabled=”0″ global_colors_info=”{}” custom_padding__hover=”|||” theme_builder_area=”post_content” background_last_edited=”on|phone” background_color_phone=”#4CB3C2″ background_enable_color_phone=”on” sticky_enabled=”0″][\/et_pb_column][et_pb_column type=”3_5″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||” theme_builder_area=”post_content”][et_pb_text _builder_version=”4.17.4″ text_text_color=”#FFFFFF” text_line_height=”1.3em” background_size=”initial” background_position=”top_left” background_repeat=”repeat” custom_margin=”|5px||-40px|false|false” custom_padding=”||5px||false|false” hover_enabled=”0″ text_text_shadow_style=”preset5″ text_text_shadow_color=”#000000″ header_text_shadow_style=”preset5″ header_text_shadow_color=”#FFFFFF” global_colors_info=”{}” theme_builder_area=”post_content” content_last_edited=”on|phone” text_text_color_last_edited=”on|phone” text_text_color_phone=”#888D8D” sticky_enabled=”0″ content_tablet=”<\/p>\n
Parents as Teachers children had a 22 percent decreased likelihood of child maltreatment substantiations compared to children not in Parents as Teachers. (1)<\/a><\/p>\n ” content_phone=”<\/p>\n Parents as Teachers children had a 22 percent decreased likelihood of child maltreatment substantiations compared to children not in Parents as Teachers. (1)<\/a><\/p>\n ” text_text_color_tablet=”#FFFFFF”]<\/p>\n Parents as Teachers children had a 22 percent decreased likelihood of child maltreatment substantiations compared to children not in Parents as Teachers. (1)<\/a><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.17.4″ text_text_color=”#FFFFFF” text_line_height=”1.3em” background_size=”initial” background_position=”top_left” background_repeat=”repeat” custom_margin=”|5px||-40px|false|false” custom_padding=”||5px||false|false” hover_enabled=”0″ text_text_shadow_style=”preset5″ text_text_shadow_color=”#000000″ header_text_shadow_style=”preset5″ header_text_shadow_color=”#FFFFFF” global_colors_info=”{}” theme_builder_area=”post_content” text_text_color_last_edited=”on|desktop” text_text_color_phone=”#888D8D” sticky_enabled=”0″ text_text_color_tablet=”#FFFFFF”]<\/p>\n PAT parents are more likely to read and sing to their children, promote reading, and have more books in the home. More than 75% of parents in PAT reported taking their child to the library regularly. (2,3,4,5)<\/a><\/p>\n [\/et_pb_text][et_pb_text admin_label=”Text” _builder_version=”4.17.4″ text_text_color=”#FFFFFF” text_line_height=”1.3em” background_size=”initial” background_position=”top_left” background_repeat=”repeat” custom_margin=”|5px||-40px|false|false” custom_padding=”||5px||false|false” hover_enabled=”0″ text_text_shadow_style=”preset5″ text_text_shadow_color=”#000000″ header_text_shadow_style=”preset5″ header_text_shadow_color=”#FFFFFF” global_colors_info=”{}” theme_builder_area=”post_content” text_text_color_last_edited=”on|phone” text_text_color_phone=”#888D8D” sticky_enabled=”0″ text_text_color_tablet=”#FFFFFF”]<\/p>\n PAT parents showed significant improvements in parent knowledge, behavior and attitudes. (6)<\/a> Teen mothers showed greater improvement in knowledge about discipline. (7)<\/a><\/p>\n [\/et_pb_text][et_pb_text admin_label=”Text” _builder_version=”4.17.4″ text_text_color=”#FFFFFF” text_line_height=”1.3em” background_size=”initial” background_position=”top_left” background_repeat=”repeat” custom_margin=”|5px||-40px|false|false” custom_padding=”||5px||false|false” hover_enabled=”0″ text_text_shadow_style=”preset5″ text_text_shadow_color=”#000000″ header_text_shadow_style=”preset5″ header_text_shadow_color=”#FFFFFF” global_colors_info=”{}” theme_builder_area=”post_content” text_text_color_last_edited=”on|phone” text_text_color_phone=”#888D8D” sticky_enabled=”0″ text_text_color_tablet=”#FFFFFF”]<\/p>\n PAT improves school readiness, virtually eliminating the achievement gap normally observed between children living in poverty and their more affluent peers<\/strong>. (8)<\/a> Children in Parents as Teachers scored higher on standardized measures of reading, math and language at kindergarten entry and later grades.<\/p>\n [\/et_pb_text][et_pb_text admin_label=”Text” _builder_version=”4.17.4″ text_text_color=”#FFFFFF” text_line_height=”1.3em” background_size=”initial” background_position=”top_left” background_repeat=”repeat” custom_margin=”|5px||-40px|false|false” custom_padding=”||5px||false|false” hover_enabled=”0″ text_text_shadow_style=”preset5″ text_text_shadow_color=”#000000″ header_text_shadow_style=”preset5″ header_text_shadow_color=”#FFFFFF” global_colors_info=”{}” theme_builder_area=”post_content” text_text_color_last_edited=”on|phone” text_text_color_phone=”#888D8D” sticky_enabled=”0″ text_text_color_tablet=”#FFFFFF”]<\/p>\n PAT parents are more likely to attend school events, volunteer in the classroom, talk with their children\u2019s teacher and help with homework. (4<\/a>, 8)<\/a><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.17.4″ _module_preset=”default” global_colors_info=”{}” theme_builder_area=”post_content”][et_pb_column type=”4_4″ _builder_version=”4.17.4″ _module_preset=”default” global_colors_info=”{}” theme_builder_area=”post_content”][et_pb_text _builder_version=”4.17.4″ _module_preset=”default” text_font_size=”10px” text_line_height=”1.3em” global_colors_info=”{}” theme_builder_area=”post_content”]<\/p>\n 1. Chaiyachati, B., Gaither, J., Hughes, M., Foley-Schain, K., & Leventhal, J. (2018). Preventing child maltreatment: Examination of an established statewide home-visiting program. Journal of Child Abuse and Neglect, 49, 476-484.<\/p>\n 2 Wagner, M., Spiker, D. & Linn, M.I. (2002). The effectiveness of the Parents as Teachers program with low-income parents and children. Topics in Early Childhood Special Education, 22(2), 67-81. 4 Albritton, S., Klotz, J., & Roberson, T. (2004). The effects of participating in a Parents as Teachers program on parental involvement in the learning process at school and home. E-Journal of Teaching and Learning in Diverse Settings, 1(2), 188-208.<\/p>\n 5 Pfannenstiel, J. (2015). Evaluation of the I3 validation of improving education outcomes for American Indian children. Research and Training Associates, Inc. Kansas City, KS.<\/p>\n 6 Wagner, M., Iida, E., & Spiker, D. (2001). The multisite evaluation of the Parents as Teachers home visiting program: Three-year findings from Winston-Salem, NC. Menlo Park, CA: SRI International.<\/p>\n 7 Wagner, M. Gerlach-Downes. (1996). Intervention in support of adolescent parents and their children: Findings from the Parents as Teachers demonstration. Menlo Park, CA: SRI International.<\/p>\n 8 Zigler, E., Pfannenstiel, J., & Seitz, V. (2008). The Parents as Teachers program and school success: A replication and extension. Journal of Primary Prevention, 29, 103-120.<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>","protected":false},"excerpt":{"rendered":" PAT’s Proven Impact More than a dozen outcome studies have been conducted on the effects of the Parents as Teachers model. Evaluations have been supported by various states, school districts, private foundations, universities, and research organizations. With each new evaluation, we continue to learn about the children and families served by Parents as Teachers and […]<\/p>","protected":false},"author":1,"featured_media":2916,"parent":25,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":" PAT is an evidence-based program model that has been tested using rigorous research designs including:<\/p> Research has proven PAT to have statistically significant impacts A recent study published in the Journal of Primary Prevention confirms that PAT measurably improves school readiness, virtually eliminating the achievement gap normally observed between poor children and their more affluent peers at the point of kindergarten entry, and that gap continued to be narrowed in the third grade.<\/p> (See: Zigler, Pfannenstiel, Seitz (2008). The Parents as Teachers program and school success: A replication and extension. Journal of Primary Prevention, 29, 103-120.)<\/p>","_et_gb_content_width":"","footnotes":""},"class_list":["post-29","page","type-page","status-publish","has-post-thumbnail","hentry"],"yoast_head":"\nPrevents abuse and neglect<\/strong><\/h4>\n
Prevents abuse and neglect<\/strong><\/h4>\n
Families are more likely to promote children\u2019s language and literacy<\/strong><\/h4>\n
Parents improve their parenting knowledge and skills<\/strong><\/h4>\n
Children enter kindergarten ready to learn and the achievement gap is narrowed<\/strong><\/h4>\n
Parents are more involved in their children\u2019s schooling<\/strong><\/h4>\n
\n3 Pfannenstiel, J., Lambson, T., & Yarnell, V. (1996). The Parents as Teachers program: Longitudinal follow-up to the second wave study. Overland Park, KS: Research & Training Associates.<\/p>\n
and sustained effects ranging from:<\/p>