Assessments
Evaluations or assessment data is available showing a history of success at changing parental behaviors.
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From Our Impact
"Highlights of Cooking Matters’ 2010 program year include:
Annual Review Technical Report
Annual Review
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From Dental Aid's Research
"It is now believed that the transmission of bacteria from caregiver to infant is the most significant cause of early childhood cavities. Dental Aid is conducting a three-year research study to determine the effectiveness of using Xylitol (a natural sweetener shown to kill cavity-causing bacteria) to decrease the transmission of cavity-causing bacteria from mother to child. Mothers participating in the study have their bacterial levels monitored for one year and compared with mothers who declined to use Xylitol but agree to have their bacterial levels monitored. The oral health status of children born to participating women are monitored from ages 1 through 3, and are compared with the oral health status of mothers who declined to use Xylitol. At the end of three years, Dental Aid plans to produce a research paper containing publishable, peer-reviewed data in a journal as yet to be determined." |
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From Family Place Long Island Evaluation Final Report (August 2012)
Family Place Libraries brings in families to the library "Entry Point for Library Services: Many librarians reported that parents hear about Family Place and come to the library rather than hear about the program while already using the library. For some of these parents, Family Place is their first time in the public library and then they come back to use other services. In these instances, Family Place can be considered a gateway program for the library." (page 7) From Family Place Long Island Evaluation Final Report (August 2012) Family Place Libraries resulting in parental behavioral change "Many families reported that participating in the Family Place programs at the library changed how they interact with their children at home. When families reported this change they indicated an increase in reading to their children and singing songs to and with their children. A few noted that they learned new activities to do with their children at home. As one parent said, “I am more aware of the things that I can do with my kids at home. All kinds of things I never thought of. I’ve been really inspired to do more and be more creative.” (page 15) From Family Place Long Island Evaluation Final Report (August 2012) Family Place Libraries resulting in caregiver behavioral change A few in-home child care providers also noted that their caregiving has changed as a result of connecting to the library. For example, these care providers indicated that they read stories to their children differently after seeing a librarian do it. As one caregiver said, “I really liked the way she (the librarian) made voices for different characters and stopped at certain points and asked the children what was happening and what would happen next. It made it more exciting for everyone. So, now I do that.” (page 16) |
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From Results
Nurse-Family Partnership is one of the few programs in the country with over 30 years of clinical trials. These trials prove that Nurse-Family Partnership produces long term changes in clients’ lives. In Colorado, 2011 data shows:
Colorado-Specific Outcomes From Research & Evidence Women participating in the Colorado NFP have:
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20 independent evaluations prove that Raising A Reader makes a positive and lasting impact |
From Our Impact: Independent Evaluations
Research shows that family engagement directly affects academic achievement. To date, twenty independent evaluations prove that Raising A Reader makes a positive and lasting impact, significantly improving both family reading behavior, parent-child bonding and kindergarten readiness across diverse culture and language demographics. NPC Research, Portland, OR (2008) Multnomah County Public Library 1. The number of parents who read to their child at least three times per week increased by 46% over the previous level. 2. Parents reported using positive read aloud practices 63% more than before RAR. 3. Children chose to read books 33% more often than other activities with an increase of 31% in frequency of asking to be read to. 4. 52% of families reported that RAR books were used by more than one child, with 20% of those families reporting that the books were used by three or more children. From Performance Summaries Child outcomes Key evaluations, including most recently a large scale randomized control trial through the University of Texas, point to positive outcomes for children’s--
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During the preschool years, children served by Reach Out and Read score three to six months ahead of their non-Reach Out and Read peers on vocabulary tests. -- Reach Out and Read |
Survey Report on ROR Colorado: Participant Perspectives on Reach Out and Read Colorado
In the fall of 2010, Reach Out and Read Colorado teamed up with Augenblich, Palaich and Associates, Inc. to survey the parents and healthcare providers participating in our program. Read a summary of the results in Participant Perspectives on Reach Out and Read Colorado. For the full report, please contact Meredith Hintze at meredith@reachoutandreadco.org. Main Findings on Research: From National Reach Out and Read: The Evidence "This study showed that a sample of Latino children who participated in Reach Out and Read from six months of age had average or above average literacy skills by the end of kindergarten, as well as high-quality home literacy environments." (Diener et al, 2012) "Research shows that when pediatricians promote early literacy according to the Reach Out and Read model, there is a significant effect on parental behavior, beliefs, and attitudes towards reading aloud, as well as improvements in the language scores of at-risk young children who participate. These effects have been found in ethnically diverse low-income families, in all areas of the country, regardless of parental literacy. The body of published research supporting the efficacy of the Reach Out and Read model is more extensive than for any other psychosocial intervention in general pediatrics." |
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KRA-L
Kindergarten Readiness Assessment-Literacy is the Ohio Department of Education’s tool to help teachers identify early reading skills and kindergarten readiness. Columbus Metropolitan Library’s Goal is 90% kindergarten readiness by 2020. |
Source: Ready to Read Partnership Evaluation
Ohio University’s Voinovich School of Leadership and Public Affairs recently completed the first evaluation of the Ready to Read Corps’ work, spanning the time period from November 2009 through the end of December 2011. Summary of the key findings of the phase I evaluation:
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