1. Supporting Language and Literacy
Development forTwo Generations:
Results from the Eight-Year Study of
the First 5 LA Family Literacy Initiative
Heather Quick,Karen Manship,and
Shannon Madsen
American Institutes for Research (AIR)
Bill Gould
First 5 LA
National Conference on Family Literacy
April 11,2010

2. OVERVIEW OFTHE
INITIATIVE
2

3. Who is First 5 LA and what do we do?

4. Distribution of First 5 LA Early Childhood
Education Services in LA County

5. First 5 LA Family Literacy Initiative
Began in 2002
22 grantee agencies providing four family literacy
components:
◦ Early Childhood Education (60 hours/month)
◦ Adult Education (48 hours/month)
◦ Parenting Education (10 hours/month)
◦ Parent-Child Interactive LiteracyActivities (PCILA) (10
hours/month)
5

6. Participants
◦ Initiative served approximately 2700
families from 2003 – 2009
97% women
85% married/living with partner
77% unemployed
71% of families have incomes <$20,000/yr
97% Hispanic or Latino
87% use Spanish as primary language
30% lived in the U.S.fewer than 6 years
69% with less than a high school
education;half of these had 8th grade
or less
78% with no schooling in the U.S.
Children are 0-5 years old
6

7. InitiativeTheory of Change
Early
Childhood Long-Term
Education Results for
Child Children
Outcomes
PCILA
Initiative
Evaluator Long-Term
Parenting Adult Results for
Education Outcomes Adults
Family
First 5 Literacy Adult
LA Education Long-Term
Grantees Family Results for
Outcomes Families
Family
Family
Support
Literacy
Support Program Long-Term
Network Outcomes Results for
Communities
Training/
Technical Long-Term
Assistance Results for
Family
Literacy
Programs

8. THE EVALUATION
8

9. Contributors
American Institutes for Research
Eva Lyman-Munt Deborah Parrish
Shannon Madsen Heather Quick
Karen Manship Jamie Shkolnik
Ana Paula Miranda LaRenaWoods
Center for Improving Child Care
Quality at UCLA
Carollee Howes Youngok Jung
9

10. AIR’s Evaluation
Eight-year comprehensive
implementation and outcomes study
(2002-2010)
Focus of this presentation: Language
and literacy development for parents
and children
10

11. Focus of the Presentation
Early
Childhood Long-Term
Education Results for
Child Children
Outcomes
PCILA
Initiative
Evaluator Long-Term
Parenting Adult Results for
Education Outcomes Adults
Family
First 5 Literacy Adult
LA Education Long-Term
Grantees Family Results for
Outcomes Families
Family
Family
Support
Literacy
Support Program Long-Term
Network Outcomes Results for
Communities
Training/
Technical Long-Term
Assistance Results for
Family
Literacy
Programs
11

12. Research Questions
1. Parent language,literacy,and self-sufficiency
outcomes:
a) How have parents’ language/literacy skills developed
over time?
b) What progress have parents made toward continued
education and self sufficiency after leaving the
program?
Shenandoah Family Literacy Program 12

13. Research Questions (cont.)
2. Parents’ support for
children’s language and
literacy development:
a) How have parents’
practices to support their
children’s language and
literacy development
changed over time?
b) To what extent have
parents maintained these
practices after leaving the
program?
13

14. Research Questions (cont.)
3. Children’s language,literacy,and learning
outcomes:
a) How have children’s language,literacy,and math
skills changed over time?
b) What are children’s literacy outcomes after
leaving the program?
Shenandoah Family Literacy Program
14

15. QUESTION 1A:
How have parents’ language/literacy
skills developed over time?
15

16. Measures and Methods
ComprehensiveAdult
StudentAssessment
System (CASAS)
Reading assessment
◦ Assessment of reading
level in English
◦ Administered by
program staff at least
twice annually
◦ 1,556 ESL andABE
students completed at
least 2 CASAS
assessments since 2003
16

17. CASAS Score Growth for 2008-09
Mean CASAS Score
250
240
230
223.5 226.5
220.4
220
215.5
209.9
210
201.8
200
190
180
All parents*** Beginning basic Low intermediate to
(n=321) skills*** advanced***
(n=118) (n=203)
Time 1 Time 2 * p<.05
** p < .01
*** p <.001
Analysis limited to parents receiving at least 100 hours of ESL and/orABE.
17

18. CASAS Score Growth Over
Time
Mean CASAS score growth for parents attending
for 1 year only,2 years only,and 3 or more years
230
Mean CASAS score
225
220
215 1 yr only (N=1074)
2 yrs only (N=312)
210
3 or more yrs (N=133)
205
200
Time 1 Time 2 Time 1 Time 2 Time 1 Time 2
1st year 2nd year 3rd year +
18

19. CharacteristicsAssociated with
Greater CASAS Score Growth
Controlling for total hours of
participation and year of
participation,we find the following
groups show greater growth:
◦ Parents in higher income households
◦ Parents with at least some high school
experience
◦ Parents who have completed at least
some of their schooling in the U.S.
19

20. QUESTION 1B:
What progress have parents made
toward continued education and self
sufficiency after leaving the program?
20

21. Measures and Methods
Alumni parent survey
◦ Phone survey with 208 alumni parents in 2009,
1-5 years after leaving the program (mean of
2.5 years)
◦ Parent reports of long-term outcomes
Wilsona Family Literacy Program participants receiving their GED
21

22. Parent Reports of Improved
English Skills
Parent ratings of their English skills at
program entry and after the program
(includes only those in ESL)
Fluent in English 4
In-depth discussion in
3
English
2.3
Simple conversation 2
in English
1.3
Few phrases in
1
English
No English 0
Rating of English skills*** * p<.05
** p < .01
(N=191) *** p <.001
At program entry After leaving program
22

23. Parent Reflections on Learning
English
“It was helpful for me because I am now able
to help [my children] with their homework…
When I watch the news,I tell my kids what
were the events of the day.When I run into
someone who doesn't speak English,I translate
for them. When I go to the
supermarket,I tell them
what I need in English, and
and they are able to
understand.”
23

24. Continuing Education
72% enrolled in some form of educational
classes after leaving the program
◦ 25% (51) enrolled in GED classes
◦ 66% (138) enrolled in other adult ed classes
◦ 6% (12) enrolled in college classes
21% (43) received a degree or certificate
after leaving the program,including 10
receiving their GED
24

25. Parent Reflections on
Continuing their Education
“I learned English.I learned more [about] how
to use computers.It motivated me to continue
to learn.”
“They motivated me to continue with my
education so that I can attend college….
[Before,] I didn’t tend to take [my children] to
the library,and now we are very involved in
everything that's related to education.”
25

26. Employment Outcomes
16% were employed at program entry
26% were employed after exit
100%
% of parents
80%
60%
40% 33% 37%
26%
20%
4%
0%
Currently Looking for Not working to Not working
employed work care for for other
N=208 children reasons
26

27. QUESTION 2A:
How have parents’ practices to
support their children’s language and
literacy development changed over
time?
27

28. Measures and Methods
Family Literacy
Initiative Parent
Survey (FLIPS)
◦ Administered by program
staff at enrollment and at
the end of the year
(2008-09)
◦ 539 parents completed at
least 2 parent surveys;
520 of these participated
in at least 50 hours of
parenting education +
PCILA
28

29. Measures and Methods (cont.)
Family Literacy Initiative
Parent Survey (FLIPS)
◦ Content covered:
Parent knowledge and
attitudes
Home literacy resources
Reading practices
Activities with children
Parenting practices (e.g.,TV
viewing,discipline)
Parent involvement in
school
29

30. Library Use
100%
80%
80%
% of parents
63%
60%
40%
20%
0%
Visit the library at least once/month***
(N=511)
Time 1 Time 2
* p<.05
** p < .01
Analysis limited to parents receiving at least 50 hours of parenting ed plus PCILA. *** p <.001 30

31. Frequency of Reading to Child
100%
80%
% of parents
71%
60% 57% 55%
42%
40%
20%
0%
Read to their children at least Read to their children at least
daily*** 3x/week***
(N=517) (N=517)
Time 1 Time 2
* p<.05
Analysis limited to parents receiving at least 50 hours of parenting ed plus PCILA. ** p < .01
*** p <.001 31

32. Interactive Reading Strategies
100%
80%
% of parents
80%
68% 70%
60% 55%
40%
20%
0%
Ask child to say what is in a picture Ask child what s/he thinks will
while reading at least 3x/week*** happen next while reading together
(N=480) at least 3x/week***
(N=480)
Time 1 Time 2
* p<.05
** p < .01
Analysis limited to parents receiving at least 50 hours of parenting ed plus PCILA. *** p <.001 32

33. Reading Routines
100%
80%
% of parents
66%
59%
60%
51%
46%
40%
20%
0%
Bring books for children to look at Follow a regular routine for reading,
during everyday activities, often or often or very often***
very often*** (N=505)
(N=505)
Time 1 Time 2
* p<.05
** p < .01
*** p <.001
Analysis limited to parents receiving at least 50 hours of parenting ed plus PCILA. 33

34. Storytelling
100%
80%
% of parents
62% 59%
60%
41%
40% 36%
20%
0%
Tell stories to their children at least Have their child tell stories at least
3x/week*** 3x/week***
(N=491) (N=491)
Time 1 Time 2
* p<.05
Analysis limited to parents receiving at least 50 hours of parenting ed plus PCILA. ** p < .01
*** p <.001 34

35. Talking with Children
100%
80% 75% 78%
% of parents
67% 64%
60%
40%
20%
0%
Talk to their children about what is Talk to their children about letters of
going on around them, often or very the alphabet, often or very often***
often*** (N=504)
(N=504)
Time 1 Time 2
* p<.05
** p < .01
Analysis limited to parents receiving at least 50 hours of parenting ed plus PCILA. *** p <.001 35

36. QUESTION 2B:
To what extent have parents
maintained their practices to support
their children’s language and literacy
development after leaving the
program?
36

37. Measures and Methods
Alumni parent survey
◦ Phone survey with 208 alumni parents
◦ Includes many of the same items as on
the FLIPS
◦ Perceived impacts of program
participation
37

38. Alumni Parent Households
Many had more than one child in the
household
◦ 47% had at least one preschool-aged or
younger child in the household
◦ 87% had at least one elementary-school-aged
child in the household
◦ 43% had at least one middle or high-school-
aged child in the household
Questions ask parents about their
children generally (not a specific child)

39. Home Literacy Practices
Percent of alumni parents with elementary school
age children who report that they…
100%
85%
% of parents
80%
69%
61%
60%
40% 36%
20%
0%
Visit the library at Read to their Ask child to say Ask child what s/he
least once/month children at least what is in a picture thinks will happen
3x/wk while reading at next while reading
least 3x/wk together at least
3x/wk
N=180
39

40. Home Literacy Practices
Percent of alumni parents with elementary school
age children who report that they…
100%
% of parents
80%
62%
60%
47%
39%
40%
20%
6%
0%
Tell stories to Have their child Talk to their Limit their
their children at tell stories at children about children's
least 3x/wk least 3x/week letters of the television
alphabet often or viewing to 1
very often hr/day
N=180
40

41. Parent Reflections on Reading
“Before I started this program I did not know the importanc
of reading … and also having books at home where the kids
can reach them… [The program] gave us their card so that
we could go to the library – there is a bigger selection there
In one field trip,I opened a library account so I got a card…
They gave us the opportunity to read more to our kids.”
Mothers’ Club Family Literacy Program 41

42. Parent Involvement in School
Percent of alumni parents who report that they…
100%
80%
68%
% of parents
60% 54%
40%
20%
0%
Volunteer in their child's classroom Participate in the PTA or other
committees
N=208
42

43. Parent Reflections on School
Involvement
Regarding ways that the program has helped:
“… being more interested in what [my
children] are doing at school. I am now more
involved. When I feel that one of my kids is not
doing so well in school,I do whatever it takes t
speak to their teachers.”
43

44. Remaining Challenges forAlumni with
Elementary School-Aged Children
100%
% of parents
80%
60%
39% 39%
40% 30%
26% 24%
20%
0%
Unsure how Unable to Trouble Difficulty Trouble
to get help with getting managing finding quality
involved in homework children children's time to spend
children's interested in behavior with child
school books
N=180
44

45. Parent Reflections on Challenges
“Dealing with the education system [is a challeng
because you have to understand how it works,and
the registration requirements. Sometimes you
interpret them,and people help you,but they don't
translate it right and the channels of communicati
are not complete.”
45

46. Parent Reflections on Challenges
“In school,with gangs and violence,my husband
and I are always wary of who our son’s friends
are,where they come from,who their parents
are. That's a big challenge for us.”
“I'd like to study more,but I have to take care of
my kids,and I'd have to pay for day care and
that's not possible for me right now. In Family
Literacy they took care of my kids. It’s hard now
[not having that].”
46

47. QUESTION 3A:
How have children’s language,literacy,
and math skills changed over time?
47

48. Measures and Methods
Direct child assessments
(3-5 years)
◦ Administered by trained assessors
in fall and spring (mean number of
months between assessments:5.5)
◦ Sample of 316 3-5 year olds
◦ Measures
English language screener (Pre-LAS)
Receptive vocabulary (PPVT/TVIP)
Emergent literacy measures (e.g.,
naming letters,colors)
Story and print concepts
Woodcock-JohnsonApplied Problems
Early numeracy measures (e.g.,naming
numbers,counting)
48

49. Measures and Methods (Cont.)
Early language measure (8-30 months)
◦ MacArthur-Bates Communicative Development Inventories
(CDI),administered by programs
◦ Parent survey documenting children’s vocabulary
◦ Given at two points in time (mean number of months
between administrations:4.5)
◦ 159 children (8-30 mos.) have 2 completed surveys
Mothers’ Club Family Literacy Program 49

50. English Language Level:Pre-LAS
40
35
30
Mean Score
25
20.7
20
15 12.8
10
5
0
Pre-LAS***
(N=160)
* p<.05
Time 1 Time 2 ** p < .01
*** p <.001
50

51. ReceptiveVocabulary:PPVT/TVIP
100
93.9 89.0 89.7
86.2 At-Risk Cutoff
80
Mean Score
60
40
20
0
English – PPVT** Spanish – TVIP
(N=31) (N=111)
Receptive Vocabulary
* p<.05
Time 1 Time 2 ** p < .01
*** p <.001
51

52. Emergent Literacy Skills:
Naming Letters and Colors
14
12
Mean Score 11.6
10
8 7.3
6.8
5.9
6
4
2
0
Letters*** Colors**
(N=175) (N=174)
Naming Letters & Colors
Time 1 Time 2 * p<.05
** p < .01
*** p <.001
52

53. Story and Print Concepts
11
10
9
Mean Score
8
7
6 5.2
5
4 3.9
3
2
1
0
Story & Print Concepts***
(N=171)
Time 1 Time 2
* p<.05
** p < .01
*** p <.001
53

54. Early Numeracy:Naming
Numbers and Counting Objects
16 15.2
14
Mean Score
12 11.2
10
8
6
4.9
4 3.4
2
0
Naming Numbers*** Counting Objects***
(N=95) (N=161)
Early Numeracy
* p<.05
** p < .01
Time 1 Time 2 *** p <.001
54

55. Problem Solving:Woodcock-
JohnsonApplied Problems
100
90.9
86.8
At-Risk Cutoff
80
Mean Score
60
40
20
0
Applied Problems**
(N=126)
Time 1 Time 2 * p<.05
** p < .01
*** p <.001
55

56. Early Language Development:
MacArthur-Bates CDI
Raw Scores (8- to 18-month-old children)
Number of Words
30
25
21
20
15
10
10
5
5 3
0
English* Spanish*
(N=12) (N=33)
Words Child Understands and Says
* p<.05
Time 1 Time 2 ** p < .01
*** p <.001
56

57. Early Language Development:
MacArthur-Bates CDI
◦ Raw Scores (16- to 30-month-old children)
Number of Words
300
242 250
250
200
150 140
109
100
50
0
English*** Spanish***
(N=24) (N=90)
Words Child Understands and Says
* p<.05
Time 1 Time 2 ** p < .01
*** p <.001
57

58. Early Language Development:
MacArthur-Bates CDI
◦ Percentiles (16- to 30-month-old children)
100
80
Percentile
60
37 39
40
23 24
20
0
English Spanish
(N=24) (N=90)
Words Child Understands and Says * p<.05
** p < .01
Time 1 Time 2 *** p <.001
58

59. QUESTION 3B:
What are children’s literacy
outcomes after leaving the program?
59

60. Measures and Methods
Alumni parent survey
◦ Phone survey with 208
alumni parents
◦ Parent reports of
children’s literacy
development
◦ Parents were asked about
a“target child” – the
Mothers’ Club Family Literacy Program
oldest child who
participated in the family
literacy program
60

61. Learning to Read
According to parents,children began
reading,on average,at age 5 ½
Percent of children who began to read at
different ages
50%
40%
30% 25%
19% 21% 19%
20% 16%
10%
0%
Under 5 5 to almost 5.5 to 6 to almost 6.5 or older
5.5 almost 6 6.5
(N=166)
61

62. Parent Reflections
“I can tell you that when both of my kids were in
preschool,I could tell the difference right away.One was
part of the program,and he knew the alphabet;he
knew the different sounds of letters. The other one
knew the letters but not the sounds.With my oldest son,
I didn't instill in him the importance of reading when he
was small.He doesn't like to read.But my other son
who attended the program,he does like to read.”
Mothers’ Club Family Literacy Program 62

63. Parent Reflections
“[The program] benefited me
because I learned there.My
kids and I learned names and
colors.[My daughter] learned
how to read [in the program].
I also learned how to read
because I didn’t know how to
read before.We really like to
read.We played and read
together there.”
63

64. Parent Reflections
“When my kids started kindergarten,they
knew all the kindergarten level material.I
think it's because they started their education
really early.”
Shenandoah Family Literacy Program
64

65. SUMMARYAND NEXT
STEPS
65

66. Summary:Parents’ Language/
Literacy & Education Outcomes
Language/literacy outcomes
◦ Parents show significant growth on the CASAS
reading assessment (in English)
◦ Greatest growth occurs in the first year
◦ Greatest growth observed among those with
fewer risk factors
Continued education/self sufficiency
◦ 72% enroll in further education courses
◦ Parents highlight the value of education
66

67. Summary:Parent Practices to
Support Language/Literacy
By the end of the program year,more
parents reported:
◦ Using the library regularly
◦ Daily reading to their children
◦ Using interactive reading strategies
◦ Engaging in storytelling
◦ Talking with their
children to support
language development
67

68. Summary:Parent Practices to
Support Language/Literacy
After leaving the program:
◦ It appears that parents maintained
or increased some parenting
behaviors:
Use of the library
Having their children tell them stories
◦ Other parenting behaviors seem
to have decreased in prevalence:
Interactive reading strategies
Telling children stories
◦ Parents reported challenges
related to supporting their
children’s continued development
68

69. Summary:Children’s Language,
Literacy,and Math Outcomes
Significant growth
on general measures
of children’s:
◦ English language skills
(Pre-LAS)
◦ Naming letters,colors,
numbers
◦ Story and print concepts
◦ Counting
Shenandoah Family Literacy Program
69

70. Summary:Children’s Language,
Literacy,and Math Outcomes (cont.)
On standardized measures:
◦ Growth on English receptive
vocabulary (PPVT)
◦ Growth on problem solving
(Woodcock)
◦ No growth on productive
vocabulary (CDI)
Children began reading at
age 5 ½ on average
70

71. Next Steps forAnalysis
Examine relationships
between level of
participation (# of
hours) and outcomes
for parents and children
across time
Examine relationships
between program quality
features and outcomes
for parents and children
across time
71

72. Next Steps forAnalysis (cont.)
Examine relationships between
parent and child outcomes
Long-term follow-up
of children in
elementary
school
72

73. More Information on First 5 LA
Research & Evaluation
Family Literacy Evaluation
www.First5LA.org/Family-Lit-Eval
Preschool Research
www.First5LA.org/research/
preschool-research
School Readiness Evaluation
www.First5LA.org/community-
Impact/WWL/School-Readiness
73

74. Family Literacy Research and
Evaluation
Questions & Answers
74

75. For More Information
Prior years’ evaluation reports are available
at: www.First5LA.org/Family-Lit-Eval
Or contact:
Heather Quick Karen Manship Bill Gould
650-843-8130 650-843-8198 213-482-7550
hquick@air.org kmanship@air.org bgould@first5la.org
75