Evaluations of Parent Teacher Home Visits are ongoing. Updates are presented at our National Gathering each year and help to inform, define, and refine our best practices.
A National Evaluation of Parent Teacher Home Visits 2017-2018
Three studies across four regions (CA, CO, NV & DC) is currently in process by researchers at RTI and Johns Hopkins University.
John Hopkins Study Report 2015: PTHVP-model Home Visits Make Significant Impact on Student Outcomes
- Students whose families received a home visit, one of the core strategies in the FEP, had 24 percent fewer absences than similar students whose families did not receive a visit.
- These same students also were more likely to read at or above grade level compared to similar students who did not receive a home visit.
Read the John Hopkins Study Report
“St. Paul Federation of Teachers Parent/Teacher Home Visiting Project Evaluation” by Goff, Pejsa and Associates, 2014
- Improved or enhanced relationships and connections are the most common and consistent themes discussed and reported by teachers, families, and staff participating in the program. These relationships and connections are built between home visiting teachers and their parents, students, and colleagues. Since this is a key program intent, evident in program literature, training, and activities, this finding speaks to the strength of SPFT’s program theory, design, and implementation
- Participation in home visiting seems to have a positive impact on teacher job satisfaction and feelings of efficacy. Teachers report that they feel energized by the program and have seen improvements in their classroom practice using the new connections forged through home visiting.
“The Research and Their Stories: 2014 Landscape Evaluation of PTHVP Model Across the US” by Hueling M. Lee, ED. L.D.
Key Findings: Home Visits…
- Improve student learning and outcomes
- Increase parent involvement
- Facilitate use of culturally responsive strategies
- Bridge teacher-parent relationships, contact and communication
- Improve teacher-student relationships and communication
- Promote trust and sense of self-efficacy for teachers, parents and students
“Parent/Teacher Home Visits: Creating a Bridge Between Parents and Teachers as
Co-Educators in Springfield, MA and Seattle, WA” National Education Association Foundation 2012
Key Findings: ““Our investment in Springfield and Seattle teacher home visits is first and foremost an investment in teacher effectiveness and enriched student learning. The equally enduring value of our investment is in the strengthening of the very fabric of our communities through the partnerships that these programs rely upon for their planning, execution and success. Students, their parents, unions, districts, and community organizations come together through home visits to change educational outcomes for the better.”
Read the Report NEA Issue Brief 5
“Home Visit Pilot Project Evaluation” Center of Student Assessment and Program Accountability, Sacramento County Office of Education, 2007 by Paul Tuss
Key Findings: “Within one year of its inception, the CAHSEE Home Visit Pilot Project has been associated with positive attitudinal shifts among students and parents toward school and the future, as well as with positive behavioral changes associated with improved academic outcomes.” Follow up showed visited students graduated at high rates at one pilot site and transitional visits positively impacted student performance across sites.
Statewide evaluation of home visit project partnership’s training and materials (2003) by EMT Associates, Inc.
Key Findings: Widespread implementation of the program, an increase in the number of teachers involved per site, successful dissemination of materials and subsequent trainings following initial training sessions. Training participants perceived benefits—including
- increased parental involvement
- improved parent/teacher relationships
- improved academic achievement
CSUS: Three year study on 14 home visit pilot schools (1998-2001) by Dr. Geni Cowan
- “Student performance has improved over the three years of the project’s implementation”
- “Parental involvement has increased”
- “Communication between home and school has been enhanced.”