Brotman, L. M., Dawson-McClure, S., Calzada, E. J., Huang, K. Y., Kamboukos, D., Palamar, J. J., & Petkova, E. (2013). Pediatrics, 131(5), e1521–e1529.
Reviewed: January 2023
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Kaufman Test of Educational Achievement (KTEA) |
ParentCorps vs. Business as usual |
0 Days |
Full sample;
|
108.11 |
106.03 |
Yes |
|
|
Characteristics of study sample as reported by study author.
The study takes place in 10 public elementary schools with 26 pre-K classes in two disadvantaged urban school districts in New York City.
The student sample includes kindergarten students (who were in pre-K at the start of the intervention) at 10 public schools in New York City. Study schools were located within two districts in disadvantaged New York City neighborhoods. The districts had less than half of their students graduate from high school and had more than two thirds of students eligible for free lunch. Almost half of the students in the elementary schools in the districts were performing below grade level in reading and math.
ParentCorps has two main components. First, parents of pre-K students participate in a series of 13 2-hour after school group classes led by a pre-K teacher. Second, pre-K and kindergarten teachers receive additional professional development support, consisting of 7 days of classes over 2 years and 6 hours per year of consultation. Through these two components, the program aims to increase positive behavior support, behavior management, and parent involvement in education.
Pre-k and Kindergarten programming as usual (according to New York City Department of Education guidelines) was provided in the control schools.
All intervention procedures were described in manuals. Teachers who led the children group sessions were provided additional training.
Reviewed: February 2014
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Kaufman Test of Educational Achievement (KTEA) |
ParentCorps vs. Business as usual |
Follow-up |
students with pretest and posttest scores;
|
108.11 |
106.03 |
Yes |
|
|
Characteristics of study sample as reported by study author.
| Black | 91% |
| Hispanic | 6% | |
| Not Hispanic or Latino | 94% |
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).
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