Parents' persistence and certification in a two-generation education and training program

Terri J. Sabol, Teresa E. Sommer, P. Lindsay Chase-Lansdale, Jeanne Brooks-Gunn, Hirokazu Yoshikawa, Christopher T. King, Ummul Kathawalla, Rayane Alamuddin, Celia J. Gomez, Emily C. Ross

Research output: Contribution to journalArticle

Abstract

Two-generation programs provide education and training services for parents while their children attend early childhood education programs. This study examines the rates of persistence and certification of parents in one of the only two-generation interventions in the country under study, Career. Advance®, which offers training in the healthcare sector to parents while their children attend Head Start (n=92). Results indicate that 16. months after enrolling in Career. Advance®, 76% of participants attained at least one workforce-applicable certificate of the program and 59% were still in the program. The majority of parents who left the program during the 16. months had attained a certificate (68%). Parents with high levels of material hardship were more likely to attain a certificate and stay enrolled in the program, and parents with higher levels of psychological distress were less likely to attain a certificate in the same time period. Implications for future two-generation programming are discussed.

Original languageEnglish (US)
Pages (from-to)1-10
Number of pages10
JournalChildren and Youth Services Review
Volume58
DOIs
StatePublished - Nov 1 2015

Keywords

  • Early childhood education
  • Parent education
  • Two-generation programs
  • Workforce development

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science

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    Sabol, T. J., Sommer, T. E., Chase-Lansdale, P. L., Brooks-Gunn, J., Yoshikawa, H., King, C. T., Kathawalla, U., Alamuddin, R., Gomez, C. J., & Ross, E. C. (2015). Parents' persistence and certification in a two-generation education and training program. Children and Youth Services Review, 58, 1-10. https://doi.org/10.1016/j.childyouth.2015.08.012