UPDATES ON THE OAKLAND HOUSEHOLD INTERVIEW 0 KRFOUNDATION.ORG - - PowerPoint PPT Presentation

UPDATES ON THE OAKLAND HOUSEHOLD INTERVIEW

KRFOUNDATION.ORG

Susan True Marc W. Hernandez, PhD

*The Rainin Foundation has asked NORC at the University of Chicago to help answer 4 questions:

1.Define the key predictors of kindergarten readiness: What skills matter the most?

• 2. Conduct a literature review of effective

practices for children 0-3, 3-5 and K-2 in social emotional development, oral language and literacy and early math: What programs have big impact?

• 3. Interview 440 Oakland families: What

do families do, want, believe and value?

• 4. Create a Parent Family Community

Engagement tool with the National Head Start Assn: How can we make the most of family engagement? *Learn more about these here.

Interviewing Diverse Families from High-Need Areas Across Oakland

OUSD environmental stress z-scores mapped within OUSD elementary school boundaries. Colors represent environmental stress (e.g., unemployment, violence, vacancy, etc.) within .5 miles of OUSD elementary schools. Bold circles represent schools within whose boundaries NORC will conduct household interviews. Data courtesy of OUSD.

Child Social-Emotional Development in Context

HOME ECE PROVIDERS COMMUNITY

Skill Learning in Context

Science

Oral Language & Literacy

Math

Oral Language and Literacy: Predictive Skills

 Oral Language:

Skill Predictor Predicted Outcome Vocabulary Number of words (productive & receptive) Phonological Awareness Sentence complexity (syntax) Story/Expository comprehension Early reading proficiency Later reading comprehension Fewer problem behaviors Conversation Amount of displaced (decontextualized) talk Vocabulary Early reading proficiency Abstract Reasoning Sentence Complexity Correct word order Diversity in complexity Early reading proficiency Narrative/Exposition Retell Comprehension Vocabulary Early reading proficiency Phonological Awareness Ability to rhyme Alliteration fluency Alphabet knowledge Ability to segment words Spelling Early reading proficiency

Findings from the 2016 Oakland Household Interview

PRODUCTIVE VOCABULARY by National Percentiles

37% of Oakland children scored in the bottom 10th percentile

• n productive vocabulary

As a group, a higher percentage of older children (43%) than younger children (27%) score in the bottom 10th percentile

10 20 30 40 50 1-10 11-20 21-30 31-40 41-50 51-60 61-70 71-80 81-90 91-99

Factors associated with Kindergarten Readiness

Top 3 factors:  Child Care – Type  Home Literacy Context – Number of Books  Child Care – Hours/Dosage

 Parent ACES – Total  Parent social-emotional well-being - loneliness (connectedness)  Parent beliefs about child development - early language input  How frequently a parent reads to their child  Parent importance for child to speak their home language  Parent social-emotional well-being - perceptions of control  Parent behaviors - Regular meal times  Parent beliefs about child development - entity mindset  Child’s daily TV time  Parent beliefs about impact of early learning on later child dev  Parent perceptions of work limiting play time with child  Frequency of library visits  Parent importance for child to understand their home language  Parent social-emotional well-being - stress

ECE: Child Care/PreK – Hours/Dosage

 Children’s vocabularies benefit from 20 or more

hours of non-household member child care/PreK

H O M E

EC E

COMMUNIT Y

• 5

5 15 25 35 45 55 65 75

Vocabulary Score

0 Hours 1 - 19 Hours 20 - 39 Hours 40+ Hours

** **

N=212 N=80 N=118 N=39

ECE: Child Care/PreK - Type

 The type of child care/PreK is associated with

child vocabulary

H O M E

EC E

COMMUNIT Y

• 5

5 15 25 35 45 55 65 75

Vocabulary Score

None Home-based Care Center-based Care

*

***

N=228 N=104 N=114

HOME: Parent Beliefs about Child Development

• Entity Mindset

 Child vocabulary is associated with parents’ beliefs about

whether child outcomes depend mostly on genetics

 “How smart a baby will become depends mostly on his or her

genetics.”

H O M E

EC E

COMMUNIT Y

• 5

5 15 25 35 45 55 65 75

Vocabulary Score

Disagree Neither Agree

*

N=98 N=252 N=54

HOME: Parent Beliefs about Child Development

• Language

 Child vocabulary is associated with parents’ beliefs about very

early language input

 “Infants learn very little about language in the 1st 6 months of their

life”

H O M E

EC E

COMMUNIT Y

• 5

5 15 25 35 45 55 65 75

Vocabulary Score

Disagree Neither Agree

N=277 N=20 N=144

** +

HOME: Literacy Context – Number of Books

 Children who had three or more books had bigger

vocabularies

H O M E

EC E

COMMUNIT Y

• 5

5 15 25 35 45 55 65 75

Vocabulary Score

None 1 to 2 3 to 9 10 or more

** *

N=19 N=46 N=123 N=262

46% of parents read to their child 7 days a week

HOME: Daily TV Time

 Amount of child TV-time was negatively

associated with child vocabulary

H O M E

EC E

COMMUNIT Y

HOME: Parent Beliefs about Child Development – School Readiness [2 to 6 year olds only]

 There was no association between parent perceptions of

child school readiness and child vocabulary

 How prepared is your child for kindergarten or PreK?

H O M E

EC E

COMMUNIT Y

• 5

5 15 25 35 45 55 65 75

Vocabulary Score

Not at all prepared Somewhat prepared Very prepared

N=22 N=102 N=116

• 5

5 15 25 35 45 55 65 75

Vocabulary Score

Not at all prepared Somewhat prepared Very prepared

N=22 N=132 N=85 Academic Social

HOME: Parent Social-Emotional Well-being – Control

 Parents’ perceived control of their life

circumstances was positively associated with child vocabulary*

H O M E

E C E

COMMUN ITY

HOME: Parent Adverse Childhood Experiences (ACES)

 42% of parents reported never having

experienced an ACE

 The number of parent ACES was positively

associated with child vocabulary***

H O M E

E C E

COMMU NITY

Non-significant Findings

 HOME: Parent Beliefs about Child Development –

Language

 99% of parents think it is important that their child understands their home

language

 96% of parents think it is important that their child speaks their home language

 HOME: Parent Behaviors – Routines

 59% of households have a meal together with their child 7 days a week  52% of households have a meal served at a regular time 7 days a week

 HOME: Parent Behaviors – Work and Play

 17% of parents reported that their work schedule or other commitments limited

play time with their child  HOME: Parent Social-Emotional Well-being

 Parent perceived stress was not associated with child vocabulary  Parent perceived loneliness was not associated with child vocabulary

 COMMUNITY: Library Visits

 57% of parents reporting going to the local library in the last year  69% of these parents reported going to the local library at least several times a

month

Families’ ECE Experiences

ECE Search Priorities

 Child Social-Emotional Development

 90% of parents said it was very important that the ECE provider help their child

learn to get along with other children  Child School Readiness

 84% of parents said it was very important that the ECE provider help their child

be ready to learn in school  ECE Provider Affordability

 78% of parents said affordability was a very important consideration when

searching for an ECE provider  ECE Flexibility

 77% of parents said ECE provider flexibility was a very important consideration

when searching for a provider

ECE Search Priorities

 Reasons for Searching for an ECE Provider

 More families search for an ECE provider as their child ages  When parents choose to search for ECE providers, their most common

reason is to enable them to work

 As children age, parents begin to prioritize enrichment of their child’s

educational or social development

0% 10% 20% 30% 40% 50% 60% 70% 80% Infants Toddlers PreK Never Searched Work Child Enrichment

ECE Provider Costs

 Charged for ECE Services

 A higher percentage of families are charged for ECE services for infants (50%)

and toddlers (46%), than preschoolers (33%)

 A higher percentage of White (52%) and Asian (52%) families are charged for

ECE services than Black (33%) and Hispanic (38%) families  Use Vouchers for ECE Services

 Families rarely reported using vouchers to pay for ECE service, though Black

families reported using vouchers (14%) at twice the rate of all other Race/Ethnicities (7%)  Use Non-monetary “Payment” for ECE Services

 12% of families reported giving something other than money in exchange for

ECE services  Use a Free ECE Provider (e.g., Head Start)

 The percentage of families who receive free ECE services increased with child

age – infants 0%, toddlers 9%, preschoolers 37%

ECE Provider Context

 Utilized a Resource & Referral (R&R) Agency



Most families who receive ECE services did not use a R&R; 91% of families with infants (0-12 months) and 82% of families with toddlers (1-2 year olds) and preschoolers (3 to 5 year olds) did not use a R&R



Black families are twice as likely as all other Race/Ethnicities to use a R&R to find ECE services (27%)

 ECE Provider (Organization or Individual)



Of those who receive ECE services; 5% of families place infants in ECE provided by an

• rganization, increasing to 28% for families with toddlers (1-2 year olds) and 68% for

families with preschoolers

 Relationship with ECE Provider



Of those who receive ECE services; 82% of families with infants have a personal relationship with their ECE provider, decreasing to 56% of families with toddlers (1-2 year

• lds) and 32% of families with preschoolers

 Multiple ECE Providers



18% of families with infants and 26% of families with toddlers and preschoolers use more than one provider

 ECE Stability



Parent concern about losing ECE services should they lost their jobs was low, but increases with child age – infants 18%, toddlers 27%, preschool 33%

ECE Provider Context

 Who drops off child at ECE Provider

 An adult household member takes most children to their ECE provider  An ECE provider is responsible for taking the child to another ECE provider

more frequently for families with infants, than toddlers or preschoolers

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Infants Toddlers PreK

ECE Provider Context

 Transportation Method to ECE Provider

 Most families drive to their ECE provider, those who do not walk or bike  Walking/biking is more common with older children

» Fewer Black families walk/bike (6%) to their ECE provider than White (24%), Hispanic (21%) or Asian (24%) families

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Infants Toddlers PreK Drive Walk/Bike

ECE Provider Context

 Travel Time to ECE Provider

 As children age, families spend less time traveling to their ECE provider  Black families spend more time travelling to ECE providers than all other

Race/Ethnicities » 19% of Black families spend 21+ minutes travelling vs. 8%for all other Race/Ethnicities

0% 10% 20% 30% 40% 50% 60% 70% Infants Toddlers PreK 0-10 Minutes 11-20 Minutes 21+ Minutes

Thank you!

Krfoundation.org

Marc Hernandez, PhD NORC at the University of Chicago hernandez-marc@norc.org Susan True, Kenneth Rainin Foundation Susan.True@krfoundation.org