Transitional High School Parent-Teacher Home Visits: Effects on Parent Engagement and Student Outcomes (original) (raw)
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School Community Journal, 2018
This study’s purpose was to determine if a teacher home visit program implemented by a Texas-based charter school system resulted in differences in K–12 students’ classroom behavior, academic achievement, and parent involvement in school. Study findings indicate positive behavioral, academic, and parent involvement outcomes for students who received a home visit (n = 3,681), compared to a similar group of students who did not receive a home visit (n = 3,681). One-way MANOVAs revealed statistically significant differences between the two groups. Follow-up independent samples t-tests showed that the teacher home visit group had statistically significantly higher levels of academic achievement in mathematics and English/language arts courses, higher levels of positive classroom behavior, and higher levels of parent involvement.
Home Visit Effectiveness on Students’ Classroom Behavior and Academic Achievement
Journal of Social Studies Education Research, 2019
Home visits have a large influence on the academic achievement of students and the relationship between teachers and students. The purpose of the study was to investigate the effectiveness of home visits on students’ academic success and behavior in the classroom. This study investigated the parent involvement of the students who were visited by teachers compared to students who were not visited by teachers. An explanatory mixed research method was used to determine the influence of the home visits on the academic achievement and classroom behavior of students compared to students whose homes were not visited. The first phase of the study was a survey instrument to measure the perspectives of teachers regarding the academic success and behavior of students. The second phase of the study included interviews with teachers to investigate their perceptions of the home visits. The total sample size of the study was 128 for the survey, and 10 of the 128 later participated in interviews. T...
Early Childhood Research Quarterly
This study examined three components of parent engagement in an enriched Head Start home visiting program: intervention attendance, the working alliance between parents and home visitors, and parents' use of program materials between sessions. The study identified those family and child characteristics that predicted the different components of parent engagement, and the study tested whether those components predicted sustained growth in children's school readiness skills across four years, from preschool through second grade. Ninety-five low-income parents with four year-old children attending Head Start (56% white; 26% black; 20% Latino; 44% girls) were randomly assigned to receive the home visiting program. Assessments included home visitor, parent, and teacher ratings, as well as interviewer observations and direct testing of children; data analyses relied on correlations and hierarchical multiple regression equations. Results showed that baseline family characteristics, such as warm parent-child interactions, and child functioning predicted both working alliance and use of program materials, but only race/ethnicity predicted intervention attendance. The use of program materials was the strongest predictor of growth in children's literacy skills and social adjustment at home during the intervention period itself. In contrast, working alliance emerged as the strongest predictor of growth in children's language arts skills, attention skills, and social adjustment at school through second grade, two years after the end of the home visiting intervention. To maximize intervention effectiveness across school readiness domains over time, home visiting programs need to support multiple components of parent engagement, particularly working alliance and the use of program materials between sessions.
From the classroom to the living room: Eroding academic inequities through home visits
This article illustrates the experiences of teachers who conducted home visits as a way to cultivate sustainable avenues of school-home communication with families from an immigrant and/or language-minority background. The data stemming from these experiences are used to outline a sociocultural approach to conducting home visits and strengthening relationships with parents. This particular analytical lens addresses a significant gap in the literature concerning how educators across the K-12 spectrum should implement home visits. This article is especially relevant for school administrators seeking to establish what Auerbach (2012b) calls "leadership for authentic partnerships" with families and communities.
Evaluation Report: The Home Visit Project
2001
This paper summarizes the "Year 3 Evaluation" of the Home Visit Project currently operating in the Sacramento City Unified School District. The project's purpose is to strengthen the relationship between home and school to enhance and enrich student-teacher interactions and relationships, to improve the frequency and quality of parent-teacher communications and relationships, and to provide parents with additional means of interacting with their child's school. Evidence exists that enhanced relations between home and school, and teachers and parents, ultimately supports academic growth and achievement. Examination of the third year of implementation of the project shows that it achieved its goals of enhancing parent involvement, and, consequently, improving student performance. According to the data, the effects are both immediate and cumulative. The improvement is also seen in improved standardized test scores. It should be noted that 3 years of data are not sufficient to make a definitive determination of the academic benefits of the project. It does, however, provide an initial conclusion that it has positive impacts on factors that lead to improved student academic performance. (RT) Reproductions supplied by EDRS are the best that can be made from the original document.
Psychology and Education: A Multidisciplinary Journal, 2024
The study aimed to determine the effects of home visitation on the learning outcomes of students-at-risk of dropping out in public secondary schools in District II-F, Division of Antipolo City during the School Year 2017-2018. The research instrument measured the extent of effects of home visitation on the learning outcomes of students-at-risk of dropping out as perceived by the teacher–respondents with respect to class participation, task accomplishment and study habits. The study revealed that public elementary school teachers in the District II-F, Division of Antipolo City is female dominated. Most of them have ages 31 years old and above and have been teaching for more than 5 years. Majority of them have not finished graduate education courses. Home visitation have much effect on the learning outcomes of students at risk of dropping out with respect to classroom participation, task accomplishment and study habits. Age and length of service are significant on the teachers’ perception on the extent of effects of home visitation on the learning outcomes of students at risk of dropping out while sex and educational attainment are not significant. It was concluded that teachers have different views regarding the effects of home visitation on the learning outcomes of students at risk of dropping out when they are grouped according to their age and length of service. On the contrary, sex and educational attainment have nothing to do with their perceptions.