PAT Impact

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 the long-term impacts on communities.

Results show:

Prevents abuse and neglect

Parents as Teachers children had a 22 percent decreased likelihood of child maltreatment substantiations compared to children not in Parents as Teachers. (1)

Families are more likely to promote children’s language and literacy

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)

Parents improve their parenting knowledge and skills

PAT parents showed significant improvements in parent knowledge, behavior and attitudes. (6) Teen mothers showed greater improvement in knowledge about discipline. (7)

Children enter kindergarten ready to learn and the achievement gap is narrowed

PAT improves school readiness, virtually eliminating the achievement gap normally observed between children living in poverty and their more affluent peers. (8) Children in Parents as Teachers scored higher on standardized measures of reading, math and language at kindergarten entry and later grades.

Parents are more involved in their children’s schooling

PAT parents are more likely to attend school events, volunteer in the classroom, talk with their children’s teacher and help with homework. (4, 8)

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.

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.
3 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.

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.

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.

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.

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.

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.