Parents' persistence and certification in a two-generation education and training program |
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| Institution: | 1. Institute for Policy Research, Northwestern University, 2040 Sheridan Rd., Evanston, IL 60208, USA;2. School of Education and Social Policy, Northwestern University, 2120 Campus Drive, Evanston, IL 60208, USA;3. Teachers College, Columbia University, 525 West 120th St., New York, NY 10027, USA;4. Steinhardt School of Education, New York University, 726 Broadway, 5th Floor, New York, NY 10003, USA;5. Ray Marshall Center for the Study of Human Resources, University of Texas at Austin, 3001 Lake Austin Blvd., Suite 3.200, Austin, TX 78703, USA;6. Harvard Graduate School of Education, Harvard University, 13 Appian Way, Cambridge, MA 02138, USA;1. Department of Psychology, Florida State University, Tallahassee, FL, USA;2. Florida State University, Tallahassee, FL, USA |
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| 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, CareerAdvance®, 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 CareerAdvance®, 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. |
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