Abriendo Puertas/Opening Doors Parenting Program: …...information about the focus group. Due to...

1

Abriendo Puertas/Opening Doors Parenting Program: Summary Report of Program Implementation and Impacts

APPENDICES A - K

2

APPENDIX A. Abriendo Puertas Questions and Hypotheses

Research Questions

Hypotheses Survey Measures

KNOWLEDGE COMPONENT

How does Abriendo Puertas change the knowledge of Latino parents with children age 0-5?

Compared with parents in the control group, parents in the intervention group: Literacy and Language Development

• Will be more likely to endorse the importance of engaging the child in conversations and exposing the child to a vocabulary rich environment.

• Will be more likely to endorse the importance of reading to preschoolers.

• Will have a greater knowledge of how to be more involved in their children’s education.

• Will have a greater knowledge of the importance and advantages of their children being bilingual individuals.

Cognitive Development

• Will have a greater knowledge of how to support their children’s education for a pathway to college.

• Will have a greater knowledge of the importance of the

Literacy and Language Development

• Parent’s knowledge will be assessed with items that will tap into parent’s understanding of why literacy development is important for children and how they can provide a home environment that will foster children’s literacy skills.

• Parent’s knowledge will be assessed with items tapping into their awareness of the benefits of being bilingual and how they can foster bilingual language development.

Cognitive Development

• Parent’s knowledge will be assessed with items that tap into their knowledge of the kinds of things they can do to support their children for a pathway to college starting in early childhood through the college years.

• Parent’s knowledge will be assessed with items that tap into why exposure to preschool is important for their child’s overall development, namely cognitive development.

• Parent’s knowledge will be assessed with items that identify practices of high quality early care and education environments. Items will also assess parent’s knowledge on why they think high quality early care and education environments foster positive child outcomes.

Physical Development • Parent’s knowledge will be assessed

with items that tap into their awareness

3

Research Questions


value/benefit of preschool.

• Will be more likely to know why the quality of early children’s care and education is important and how to identify a high quality versus a low-quality early care and education environment.

Physical Development

• Will have greater knowledge of physical development, nutrition, and health related practices.

• Will have a better understanding of how to effectively communicate within the family.

Socio-emotional Development

• Will have a greater awareness of their children’s socio-emotional well-being.

Parental Mental Health

• Will have greater knowledge of the importance for their understanding their own emotional well-being.

• Will have a greater awareness of how their own emotional well-being affects their care for their child.

Community Resources and Benefits

of physical developmental milestones of young children.

• Parent’s knowledge will also be assessed with items gauging their awareness of how poor health practices and nutrition can adversely affect children’s development and what kinds of practices they can adopt to promote healthy physical development.

Socio-emotional Development

• Parent’s knowledge will be assessed with items that tap into their awareness of what are the socio-emotional milestones of young children.

• Parents will be aware of the kids of practices they can adopt to foster positive socio-emotional development and positive behavior.

Parental Mental Health

• Parent’s knowledge will be assessed with items that tap into how why self-understanding on emotional well-being is important as a parent and how emotional well-being can affect parenting.

Community Resources and Benefits

• Parent’s knowledge will be assessed with items that will gage parent’s awareness of the availability of libraries, social services, community health clinics, and schools/early childhood programs in their area.

• Parent’s knowledge will be assessed with items that will gage their awareness of the benefits their child and their family may apply for.

4

Research Questions


• Will have greater knowledge of neighborhood resources (e.g. libraries).

• Will have greater knowledge of benefits to which they are entitled to and for which they qualify (e.g. EITC).

ATTITUDE COMPONENT How does Abriendo Puertas change the attitudes of Latino parents with children age 0-5?

Compared to parents in the control group, parents in the intervention group: Educational Attitudes

• Will believe that parents are pivotal to their children’s education.

• Will believe that they should engage and have a say in their child’s school, what their children do in the classroom or how teachers teach their children.

• Will believe that learning starts at infancy.

Parental Self-Efficacy

• Will have a greater self-efficacy in their ability to re-direct a child’s negative behavior to a positive one.

• Will have greater self-efficacy in their ability to affect their children’s development.

• Will have greater self-efficacy to advocate for their children’s development

Educational Attitudes

• Parent’s attitudes will be assessed with items that gauge whether they think that they are key agents in their child’s education and whether they should be engaged with their child’s school by voicing their preferences of what children do in the classroom or how they should be taught.

• Parent’s attitudes will also be assessed with items that will determine whether parents believe infants and young children can learn from their experiences.

Parental Self-Efficacy

• Will be assessed with items that will gauge parent’s perceived self-efficacy on their ability to:

o Redirect their child’s negative behaviors;

o Have an effect on their child’s development;

o Advocate for their child at school and in other settings

o Communicate with their children about a wide range of topics (e.g. school; peers).

5

Research Questions


• Will have more confidence to effectively communicate with their children.

BEHAVIOR COMPONENT How does Abriendo Puertas change the behaviors of Latino parents with children age 0-5?

Compared to parents in the control group, parents in the intervention group: Practices that Promote Language, Literacy skills, and Educational Achievement

• Will be more likely to talk with their children and expose their children to a vocabulary rich environment.

• Will be more likely to have a library card.

• Will be more likely to read to the child.

• Will be more likely to talk to the child.

• Will be more likely to limit television viewing.

• Will be more likely to speak to teachers regarding their children’s education

• Will be more likely to have taken the steps to monitor the quality of early care that their children receive

Practices that Promote Physical Development

• Will be more likely to avoid high sugar soda and fruit drinks and adopt healthier feeding/eating practices.

Practices that Promote Language, Literacy skills, and Educational Achievement

• Parental practices will be assessed with items tapping into parent’s frequencies of the following behaviors:

o Number of times read to the child during a specific timeframe.

o Number of trips to the library in a specific timeframe.

o Number of stories narrated to the child.

o Number of times the family sat down to have dinner together where there was an interaction with the child.

o Number of hours child watches television within a specific time frame.

o Frequency of their interaction with their child’s school teacher regarding the child’s education.

Practices that Promote Physical Development

• Parental practices will be assessed with items that tap into parent’s frequencies of the following behaviors in a specific timeframe:

o Child’s frequency of intake of food that is high in sugar

o Child’s frequency of eating healthy foods.

o Does the child have a primary pediatrician

o Does the child have health insurance

o The last time the child had a

6

Research Questions


• Will be more likely to keep good medical records of shots.

• Will be more likely to seek well-child medical care.

Practices that Promote Socio-Emotional Development and Positive Relationships

• Will more likely to practice nurturing parenting skills.

• Will be more likely to practice authoritative discipline and more likely to practice inductive discipline (e.g. directing a child’s negative behavior to a positive one).

• Will be more likely to have a family action plan (e.g., plan/outlook for the future).

physical exam; vaccinations. Practices that Promote Socio-Emotional Development and Positive Relationships

• Parent’s parenting skills will be assessed with items that tap into different types of parenting practices, such as positive/authoritative and inductive parenting practices.

Parent’s development of an action plan will be gauged with items that tap into whether parents have created an action plan, which will be followed by items that tap into the different types of goals parents have set for their family.

APPENDIX B. Implementation Evaluation Methodology

The Child Trends research team drew data from six complementary sources for the implementation evaluation: focus groups with participating parents; focus groups with facilitators (both certificated [term used by LAUSD to refer to facilitators with formal education and training in education and group facilitation], and non-certificated); one-on-one interviews with select LAUSD staff; one-on-one interviews with principals; program implementation observations and a program satisfaction survey. Recruitment procedures, data collection and sample descriptions are outlined below.

Sample

A total of 67 participants took part in the implementation evaluation. This sample included 42 parents attending Abriendo Puertas (AP) sessions, 9 program facilitators, 9 LAUSD staff who took part in the recruitment and enrollment efforts, and 7 principals whose schools implemented the program.

• Parents: All of the parent participants were Spanish speakers, but roughly half of them indicated they understood or spoke at least some English. With the exception of one participant, all the participants were female. Three of the participants in the focus groups were the grandparent of the child, and the rest were the parent.

• Program facilitators: Six of the nine facilitators were certificated and the remaining three were non-certificated facilitators. Seven of them were females and all but one, felt comfortable speaking English.

• Principals and LAUSD Staff: The majority of the principals and school staff participants were female (eight LAUSD staff and five principals were female), and all spoke English fluently.

Recruitment Staff from LAUSD and Child Trends research team worked closely to recruit participants for the implementation evaluation study.

• Parent recruitment: To recruit parents for the focus groups, staff from LAUSD selected program sites from which to recruit participants for the parent focus groups. Once sites were selected, school staff announced the focus groups and provided verbal information about the focus groups. Flyers and a copy of the consent form were also distributed during the announcement. Interested parents were instructed to provide their contact information. Child Trends research staff then called all parents who expressed an interest in attending the focus group. If more than 12 parents in each school expressed interest in participating in the focus groups, Child Trends randomly selected 12 parents to particiapte.

• Facilitator recruitment: To recruit AP facilitators for the implementation evaluation, an LAUSD staff member informed all AP faciliators about the focus groups Child Trends was to conduct. The facilitators were instructed to express their interst in their participation by providing their email information and responding to an email Child Trends would send to them. Child Trends research team then sent an email to the interested facilitators before the site visit with detailed information about the focus group. Due to schedule conflicts, the non-certificated facilitators conducted an individual phone interview rather than a focus group.

• LAUSD staff and principal recruitment: Senior staff at LAUSD provided Child Trends contact information of those who were involved in the recruitment and enrollment of the AP program. To recruit principals, LAUSD senior staff contacted principals in participating schools to inform them about the implementation evaluation and instructed them to provide contact information if they were interested in taking part in the evaluation study. Child Trends then contacted LAUSD staff and principals to schedule the interviews.

Data collection

• Focus groups with parents and facilitators: Child Trends conducted a total of five focus groups. Four of the focus groups included parents and were conducted in Spanish at four different participating schools. Between 8 and 12 parents participated in each focus group. Focus groups were conducted in sites from which the parents were recruited and were held immediately after an AP session. One of the groups included AP facilitators and included 6 participants. The focus groups were one hour long and a written consent was obtained from the participants prior to the start of the focus groups. Parents who participated in the focus groups received a $25 gift certificate as an incentive and facilitators did not receive an incentive.

• Interviews with AP facilitators, LAUSD staff and Principals: The interviews were about one hour long and were either conducted in person or over the phone. All but one were conducted in English and consent was obtained before conducting the interview. These participants did not receive an incentive for their participation.

• Observation of program implementation: In addition to the focus groups and interviews, Child Trends staff collected observational data intended to provide information on the quality of implementation of Abriendo Puertas programming. The evaluation team observed four entire sessions of Abriendo Puertas in four different schools. Three of the sessions were conducted by certificated facilitators and 1 by a non-certificated facilitators. Two of the observed classes covered session number 8, “Let’s Go To School” (based on the Abriendo Puertas curriculum) while the other two covered session number 9, “Advocating For Our Future.” The observation included: observing the space (including structure, set up, and location), initial interactions

between facilitators and parents; lesson delivery; and interactions throughout the class. The team also observed the ways that the facilitators used the curriculum and techniques of the program, as well as parents’ responses to the curricula and facilitator methods.

• Program satisfaction survey: Participants in the intervention group were asked 12 program satisfaction questions at the time of their second follow-up. These questions inquired about the clarity and usefulness of the material presented during the sessions, satisfaction with program facilitators, and overall perception of the program as a helpful learning tool.

Data Analysis

Completed interviews and focus groups were transcribed shortly after the site visit. An initial coding scheme was created based on a series of debriefing meetings Child Trends research staff conducted. The coding scheme was further developed to identify key themes around the challenges, successes, and lessons learned that emerged across all study participants. Each transcribed document along with the observation notes was then coded using NVivo 9 software (QSR International Inc.)

Parent Focus Group Protocol 101612

APPENDIX C. Parent Focus Group Protocol

PARENT FOCUS GROUP PROTOCOL ABRIENDO PUERTAS STUDY

Thank you for taking the time out of your busy schedule to talk with us. My name is [NAME] and I work for Child Trends, a research center that studies children and their families. We are conducting an implementation study of Abriendo Puertas. This means that we want to understand what Abriendo Puertas does so we can help them to think about what works and what they can improve on. As part of this work, we are talking to parents like you who are participating in Apriendo Puertas workshops. Before we get started I would like to remind you that this focus group is confidential. For the purposes of the study, information from all focus groups will be summarized and presented together in summary form. Study reports will not include your individual names.

1. First, I’d just like to go around the room and ask you the ages of children under five years old that live with you. Are the children yours? If not, are you related to the children? By raising your hands, how many of you speak English? I’m asking these questions just to get a sense of who is in the room today.

2. How did you find out about Abriendo Puertas?

Probes: a) What kind of advertising did you see? Where did you see it? b) Did you learn about Abriendo Puertas from a friend? c) Did you learn about them from a teacher or other person here at the school? d) Did you learn about them from another organization? If so, what organization?

3. How long did you know about Abriendo Puertas before you decided to come to the workshop? [NOT

AS IMPORTANT]

4. What made you decide to check them out?

5. Did you have any difficulty finding the room where the workshop is held? Probes:

a) (If difficult) What made it difficult? (If easy) What made it easy? b) Did any of you have to ask for directions?

IMPRESSIONS/UNDERSTANDING OF ABRIENDO PUERTAS

1. Based on your understanding, what is the purpose of the workshops?

Parent Focus Group Protocol 101612

2. What did you hope to get out of the workshops? Were you expectations me? Why/why not? EXPERIENCE WITH ABRIENDO PUERTAS We’d like to find out more about your experience with Abriendo Puertas.

1. Tell me about the sessions that you’ve had to date. What has the instructor talked with you about? [INTERESTING TO SEE WHICH SESSIONS THEY TEND TO REMEMBER]

2. We’re really interested in understanding what parents take away from the workshops that they may not

have known before. What kinds of things have you learned through these workshops? (Get people to be really detailed and specific.) Probe: For example, maybe you’ve learned something about how children grow or what’s important to do with children or something else. Try to get parents to be very specific about the things they’ve learned. Let them tell stories—it’s in anecdotes and stories that people really open up. -What did you like about it? -What did you learn? What didn’t you know before?

3. How do you think that the information you have learned so far in this program will be useful for you in

the future? Listen carefully for things that relate to interactions with their children (dealing with children’s tantrums, nutrition, disciplining children, etc.), talking with teachers or doctors or nurses, playing games, reading, doing other things with children. Follow up with questions about how what they will do in the future will be different from what they do now.

RECOMMENDATIONS FOR IMPROVEMENTS We’re here to see if there are things that could make this program more helpful to other groups of parents in the future, and one of the best ways to understand that it to get the ideas of the people who have been in the program. First, we’d like to get you opinions about the things in the program that you really like, things that should not change and why they should not change. Then we would like to get your recommendations for improving the program? How would those changes be helpful? First, what are the things that you like most about the program? The trick to this question is to get them to explain why they like those things. They may mention that they feel comfortable in the workshops—if so, ask why. They may say they learn new things—if they haven’t already discussed what those are, ask them. They may talk about the opportunity to socialize with other parents, etc. Now I’d like to talk about things that might make the program better (or “even better” if they’ve said a lot of good things about it). What do you think would help make the program better? Here you can probe for things that the facilitator might do differently, changes in where the program is held, changes in how the written material looks, etc. If the focus group is small you might want to ask parents how the program might go about finding other parents who might be interested. Do you have anything else to add? Or have any questions for us?

We really appreciate your taking the time to talk with us today, many thanks. Before you leave, we would like to ask you to fill out receipts for the gift cards that we’re giving you as a thank you for participating in this group.

Facilitator Focus Group Guide. 101612

Appendix D. Implementation Evaluation Protocols

FACILITATOR FOCUS GROUP PROTOCOL ABRIENDO PUERTAS STUDY

Thank you for taking the time out of your busy schedule to talk with us. My name is [NAME] and I work for Child Trends, a research center that studies children and their families. I’ll be conducting today’s group, and my colleague [NAME] will be taking notes. We are conducting an implementation study of Abriendo Puertas. This means that we want to understand what Abriendo Puertas does so we understand better what works and what can be improved. As part of this work, we are talking to people like you who facilitate Abriendo Puertas workshops to understand your experiences with training you received for the program and with conducting the program. Before we get started I would like to remind you that this focus group is confidential. For the purposes of the study, information from all focus groups will be summarized and presented together in summary form. Study reports will not include your individual names.

1. First, I’d like to go around the room and ask you how long you have been facilitating the Abriendo Puertas’ parent workshops. How many workshops have you each facilitated?

2. How did you decide to become a facilitator? EXPERIENCE WITH ABRIENDO PUERTAS

1. In your own words, I’d like you to tell me what you think Abriendo Puertas is intended to do? In other words, what are its major goals?

2. I’d like to talk about the training you received to facilitate the workshops. Can you talk me through the process? We’re interested in hearing if everyone received the same training or if some of you might have been trained at different times and received slightly different training. When was the training (dates)? What was training about?

3. Once you started facilitating the workshops, did you find that there were any topics that you would have

appreciated receiving more training on?

If yes, what were those topics? How would more training have been helpful to you?

4. What has been your experience like in facilitating the workshops? [Here we’re really interested in anything that they have to say—we can probe a little to get them talking, but it will be important to listen for cues that we can follow up on. For probes you could say things like,

For example, how do parents respond? How do you use the curriculum materials?

Facilitator Focus Group Guide. 101612

Who are the parents who attend the sessions? Do they tend to have both preschool and school-aged children, primarily preschool children, etc.?

5. Are you able to get through all the material during a workshop? a. If not, what makes it challenging to finish all the material? What happens when you run out of

time? What do you do?

6. Are there some activities that you tend to skip when you do the workshops?

If yes, what activities do you tend to skip? What is the reason you skip them? Describe activities they leave out

7. Are there topics or activities that parents particularly seem to enjoy?

If yes, what are those activities? What happens during them?

8. Are there some topics or activities that surprise or confuse parents?

If yes, what are those topics or activities? How do you know they’re surprised or confused? Can you give me some examples of things parents have said about those things?

RECOMMENDATIONS FOR IMPROVEMENTS (ask these questions only if you haven’t already tapped into people’s recommendations. If you have, ask if there are other things they might want to see done differently. We’re here to see if there are things that could make this program more helpful to other groups of parents in the future, and one of the best ways to understand that is to get the ideas of the people who run the program. First, we’d like to get you opinions about the things in the program that you really like, things that should not change and why they should not change. Then we would like to get your recommendations for improving the program. How would those changes be helpful? First, what are the things that you like most about the program? The trick to this question is to get them to explain why they like those things. Now I’d like to talk about things that might make the program better (or “even better” if they’ve said a lot of good things about it). What do you think would help make the program better? Do you have anything else to add? Or have any questions for us?

LAUSD Staff Interview Protocol. 101612

APPENDIX D. Staff Interview Protocol

LAUSD STAFF INTERVIEW PROTCOL ABRIENDO PUERTAS STUDY

Thank you for taking the time out of your busy schedule to talk with us. My name is [NAME] and I’m work for Child Trends, a research center that studies children and their families. We are conducting an implementation study of Abriendo Puertas. As part of this work, we are talking with LAUSD staff who have participated in the planning or implementation of Abriendo Puertas in LAUSD schools.

1. How have you been involved in Abriendo Puertas?

2. How did you get involved? Probes:

Did somebody contact you? If so, who? How did they contact you? What did they ask you to do?

I’m interested in your experiences with the work that you have done for Abriendo Puertas:

3. Which schools did you work with? a. What recruitment methods were used? b. What school personnel were involved? How were they involved? How did it work out? c. Were there differences between the schools?

4. First, can you talk me through what you have done in detail?

a. What is your role? b. How long have you been working on Abriendo Puertas

5. How much time have your activities from Abriendo Puertas taken?

6. What, if anything, has gone well?

7. What, if anything, has been challenging?

a. What made those things challenging? b. Did you find ways to address those challenges? If so, how did you address them?

Thank you for talking with me today. Before we end, do you have any comments or questions?

Principal Interview Protocol 101612

Appendix F. Principal Interview Protocol

PRINCIPAL INTERVIEW PROTCOL ABRIENDO PUERTAS STUDY

Thank you for taking the time out of your busy schedule to talk with us. My name is [NAME] and I work for Child Trends, a research center that studies children and their families. We are conducting an implementation study of Abriendo Puertas. As part of this work, we are talking with principals who have agreed to host Abriendo Puertas in their schools. We are particularly interested in finding out from you the reasons that you brought the program into your school and what your experiences with the program have been.

1. How did you find out about Abriendo Puertas? Probes:

Did somebody contact you? If so, who? How did they contact you?

2. Why did you decide to host an Abriendo Puertas program? What are your expectations for the program?

3. What types of things did you need to think about in order to accommodate Abriendo Puertas in

your school? Probes: How did you decide which space to give to the program? Did you have any concerns about the program that needed to be addressed? If so, what were those programs? How were they addressed?

4. What do you think the primary goals of the Abriendo Puertas Program are?

5. Aside from the space, what resources, if any, have you contributed to the Abriendo Puertas program in this school?

6. Have you had an opportunity to observe the program? If so, what were your impressions?

7. Overall, what do you think about the program? Is it meeting your expectations? Why or why not?

8. Do you think you will have Abriendo Puertas in this school in the future? Why or why not?

Thank you for talking with me today. Before we end, do you have any comments or questions?

APPENDIX G. Overview of program satisfaction questions in the treatment group.

1. Thinking about the Abriendo Puertas classes you took: how often did you feel interested in program sessions? (L1) (None of the time, some of the time, most of the time, all of the time)

2. Thinking about the Abriendo Puertas classes you took, how often did you: Feel the material presented was clear? (L2) (None of the time, some of the time, most of the time, all of the time)

1.3% 8.4% 11.5%

78.9%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

None of the time

Some of the time

Most of the time All of the time

Perc

enta

ge

0.3% 4.7% 6.3%

88.8%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

None of the time Some of the time

Most of the time All of the time

Perc

enta

ge

3. Thinking about the Abriendo Puertas classes you took, how often did you: Feel discussions or activities helped you learn program lessons? (L3) (None of the time, some of the time, most of the time, all of the time)

4. Thinking about the Abriendo Puertas classes you took, how often did you: Have a chance to ask questions about topics or issues that came up in the program? (L4) (None of the time, some of the time, most of the time, all of the time)

0.5% 2.3%

10.2%

86.9%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

None of the time Some of the time Most of the time All of the time

Perc

enta

ge

1.3%

12.8% 10.2%

75.8%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%


Perc

enta

ge

5. Thinking about the Abriendo Puertas classes you took, how often did you: Feel the person leading the discussion showed respect towards you? (L5) (None of the time, some of the time, most of the time, all of the time)

6. Thinking about the Abriendo Puertas classes you took, how often did you: Feel the person leading the discussion was well prepared for class? (L6) (None of the time, some of the time, most of the time, all of the time)

1.6% 1.6% 5.7%

91.1%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%


0.0% 3.4% 5.7%

90.9%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%


7. Thinking about the Abriendo Puertas classes you took, how often did you: Feel you were learning important parenting skills in Abriendo Puertas? (L7) (None of the time, some of the time, most of the time, all of the time)

8. Thinking about the Abriendo Puertas classes you took, how much do you agree or disagree: I developed greater confidence in myself because of Abriendo Puertas? (M1) (Strongly agree, agree, neither agree nor disagree, disagree, strongly disagree).

0.0% 2.6% 5.2%

92.2%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%


Perc

enta

ge

25.1%

70.9%

2.9% 1.0% 0.0% 0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Strongly Agree

Agree Neither agree nor disagree

Disagree Strongly Disagree

Perc

enta

ge

9. Thinking about the Abriendo Puertas classes you took, how much do you agree or disagree: I respect staff in this program. (M2) (Strongly agree, agree, neither agree nor disagree, disagree, strongly disagree).

10. Thinking about the Abriendo Puertas classes you took, How much do you agree or disagree: Abriendo Puertas is respectful of my culture. (M3) (Strongly agree, agree, neither agree nor disagree, disagree, strongly disagree).

24.3%

74.9%

0.0% 0.5% 0.3% 0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Strongly Agree



Perc

enta

ge

24.6%

74.6%

0.3% 0.5% 0.0% 0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Strongly Agree



Perc

enta

ge

11. Thinking about the Abriendo Puertas classes you took, how much do you agree or disagree: I made new friends in Abriendo Puertas. (M4) (Strongly agree, agree, neither agree nor disagree, disagree, strongly disagree).

12. Thinking about the Abriendo Puertas classes you took, How much do you agree or disagree: Staff in the Abriendo Puertas program care about me. (M5) (Strongly agree, agree, neither agree nor disagree, disagree, strongly disagree).

19.0%

75.8%

2.9% 2.3% 0.0% 0.0%

10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0%

Strongly Agree



Perc

enta

ge

How much do you agree or disagree: I made new friends in Abriendo Puertas (n= 384)

19.4%

78.5%

0.5% 1.6% 0.0% 0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

Strongly Agree



Perc

enta

ge

1

Appendix H. Participant Telephone Survey (follow-up 2)

E&W will need to add some contact information questions to confirm that they are speaking to the correct person.

Hello. My name is _____________. I’m calling about the Abriendo Puertas/Opening Doors program and study. As you may remember, back in [MONTH, YEAR] you agreed to participate in a study of the Abriendo Puertas/Opening Doors program.

Today we’re speaking to parents, like you, to ask some questions about parenting.

This survey will take 20 to 25 minutes of your time. Your answers will be kept private, and no one besides me will ever know what you say unless you tell them. Your answers will help us improve the Abriendo Puertas/Opening Door program. You will receive a $15 Target gift card as a thank you for completing this survey.

Whether or not you choose to participate in this survey is up to you. You do not have to answer any questions if you don’t want to. Your choice about whether or not to take the survey will not affect how you are treated in this program.

I want you to know that this is not a test, and I ask you to please be as honest as you can.

1. IS NOW A GOOD TIME TO PARTICIPATE?

[YES]

[NO]- WHAT WOULD BE A BETTER TIME WHEN I CAN CALL YOU BACK? [RECORD TIME]

BEFORE WE BEGIN, I WOULD LIKE TO REMIND YOU THAT SOME OF THE SURVEY QUESTIONS WILL ASK ABOUT THE ACTIVITIES YOU DO WITH YOUR CHILD. PLEASE THINK ABOUT [FOCAL CHILD] BORN ON [DATE OF BIRTH OF FOCAL CHILD] WHEN YOU ANSWER.

[The FOCAL CHILD was the child referenced in the enrollment form who was closest to entering kindergarten. E&W will have the focal child’s name and date of birth so information is collected on the same child at both enrollment and follow-up.]

2

LET’S GET STARTED! [PROCEED TO SECTION A]

To start, I would like to know your opinions about raising children. For each statement I read, please tell me whether you “strongly agree,” “agree,” “neither agree nor disagree,” “disagree,” or “strongly disagree.” [REPEAT RESPONSE CATEGORIES AS NEEDED]

Strongly Agree



A1. Parents need to read to preschool children every day.

A2. Bilingual children have difficulty developing language skills.

A3. Parents should wait to start reading to their children until their children are learning to read.

A4. A child’s education starts at birth.

A5. Developing positive social/emotional skills means a child should always hide their true feelings.

A6. A preschool is only a place for children to pass the time.

A7. I can help my child’s brain develop by doing activities with him/her.

A8. I should punish my child when he/she expresses negative feelings.

A9. I think that a child who uses two languages will get confused.

A10. Parents should talk regularly with their newborn children.

A11. The best discipline is to be consistent.

A12. What I say to my child matters more than what I do.

A13. Parents have a responsibility to be involved in the decisions at school that affect their child.

3

Now I will ask you about the activities you do with your child. For each question I read, please tell me how many days during the past week (from 0 days to 7 days) you did that activity with your child.

Please think about [FOCAL CHILD] when you answer.

Now I will ask you about some activities that you may have done in the past 2 months. For each question I read, please tell me if you did this activity “never,” “once,” “twice,” “3 times” or “4 or more times”.

In the past two months, how many times have you:

Never Once Twice 3 times

4 or more times

C1. Asked for a meeting with a teacher at your child’s school about how to improve educational opportunities for your child?

C2. Taken your child to the library? [SKIP C3 if Parent answers “Never”]

C3. Check out children’s materials to take home (books, videos, CDs, audiotapes) from the library?

C4. Collaborated with other parents to improve conditions for children in your

In the past week, how many days: 0 day

1 day

2 days

3 days

4 days

5 days

6 days

7 days

B1. Did you read to your child?

B2. Did you tell your child a story that was not from a book?

B3. Did you take your child out to the playground or park?

B4. Did you play counting games with your child?

B5. Did you go over letters in the alphabet with your child?

B6. Did you spank your child?

B7. Did you provide opportunities for your child to play actively or exercise?

B8. Did you make sure your child ate a healthy breakfast?

4

neighborhood?

[ONLY ASK FOLLOWING QUESTION IF PARENT ANSWERED “0 DAYS” ON Q. B1- SKIP D1-D3 OTHERWISE]

Before I begin this next section, do you read to your child? Yes No

[IF NO, SKIP QUESTIONS D1-D3]

The following questions are about things you might do when you read to your child. For each question I read, please tell me if it is something you do “none of the time,” “some of the time,” “most of the time,” or “all of the time.” [REPEAT RESPONSE CATEGORIES AS NEEDED]


When you read to your child, how often do you: None of the time

Some of the time

Most of the time

All of the time

D1. Stop from time to time, and talk about the story together with your child?

D2. Read a book again if your child wants to? D3. Read in a voice that has lots of expression and enthusiasm?

Now thinking about other activities you do with your child,

How often do you: None of the time

Some of the time

Most of the time

All of the time

E1. Read the nutritional label on packaged foods before you buy them?

E2. Talk with your child about your family plans and activities?

E3. Use trips to the supermarket as an opportunity to teach things to your child?

E4. Reward your child with candy when he/she behaves well?

E5. Let your child choose what he or she wants to read?

E6. Make time to eat dinner with family at home, without the TV on?

E7. Tell your child that you appreciate it when he/she behaves well?

E8. Respond with the appropriate discipline when your child misbehaves?

5

For the following questions please tell me how confident you feel in certain situations. You can say “not at all confident,” “a little confident,” “confident,” or “very confident.” [REPEAT RESPONSE CATEGORIES AS NEEDED]


How confident would you feel: Not at all confident

A little confident

Confident Very confident

F1. Discussing a problem or concern with your child’s doctor or healthcare provider?

F2. Discussing a problem or concern with your child’s teacher? [if no teacher, then childcare provider?]

F3. Discussing a problem or concern with your child’s school principal? [if no principal, then childcare director?]

F4. In your ability to help your child become a good reader?

F5. Advocating for your child’s rights in school? F6. Advocating with social agencies to obtain the necessary services for your child?

The following questions are about the reasons parents select their child care arrangements. For each reason I read, please tell me how important it is when you choose an arrangement for your child. You can say “not important,” “somewhat important,” “quite important,” or “completely important.” [REPEAT RESPONSE CATEGORIES AS NEEDED]


How important is it that: Not important

Somewhat important

Quite important

Completely important

G1. Childcare providers provide healthy snacks for children?

G2. Childcare providers read to children every day?

G3. Childcare providers provide opportunities for physically active play?

G4. Childcare providers teach children how to play with others?

6

The following questions are about things you might do with your child. For each question I read, please tell me if it is something you do “none of the time,” “some of the time,” “most of the time,” or “all of the time.” [REPEAT RESPONSE CATEGORIES AS NEEDED]


How often do you: None of the time

Some of the time

Most of the time

All of the time

H1. Go to fast food restaurants with your child? H2. Let your child know that you appreciate what he/she tries to do?

H3. Take time to prepare a healthy dinner? H4. Encourage your child tell you if he/she feels sad or frustrated?

H5. Feel you are coping well with the day to day demands of parenting?

H6. Take time to think about how to respond to your child’s behavior before you act?

H7. Have someone you can talk to when you need help or advice about parenting?

And, how often does your family: None of the time

Some of the time

Most of the time

All of the time

H8. Develop plans to reach your family goals? H9. Develop plans to reach family goals for your child(ren)?

7

The following statements ask your opinions about raising children. For each statement I read, please tell me whether you “strongly agree,” “agree,” “neither agree nor disagree,” “disagree,” or “strongly disagree.”

Strongly Agree



I1. A child starts learning when he/she enters kindergarten.

I2. Children should express only positive feelings.

I3. A child starts to learn language at birth.

I4. How I deal with problems sets an example for my child.

I5. Parents have the right to be involved in the decisions at school that affect their child.

I6. Parents should talk regularly to their preschool child, even if they don’t have formal education.

I7. I should encourage my child to express their thoughts and emotions.

I8. Parents should use the correct and accurate names for things when speaking to a 2 year old child.

I9. The example I set for my child matters more than what I say.

I10. Parents should read or share stories with their preschool child, even if they don’t have formal education.

I11. I am aware of how my community is doing compared with other communities.

I12. I think that a child who uses two languages will have a hard time learning in school.

I13. Very strict discipline is best for children.

I14. Children should never express negative feelings.

8

I just have a few more questions. The next few questions are about you.

First, I would like to ask you a question about your education.

Record number of years completed / Don’t know / Refused

K1. How many years of education have you completed? __________________________________

Would you say that in general… Excellent Very good

Good Fair Poor

J1. Your physical health is excellent, very good, good, fair, or poor?

J2. Your emotional health is excellent, very good, good, fair, or poor?

[FOR CONTROL PARENTS GO TO N1-2]

Thinking about the Abriendo Puertas classes you took…

How often did you… None of the time

Some of the time

Most of the time

All of the time

L1. Feel interested in program sessions? L2. Feel the material presented was clear? L3. Feel discussions or activities helped you learn program lessons?

L4. Have a chance to ask questions about topics or issues that came up in the program?

L5. Feel the person leading the discussion showed respect towards you?

L6. Feel the person leading the discussion was well prepared for class.

L7. Feel you were learning important parenting skills in Abriendo Puertas?

9

Thinking about the Abriendo Puertas classes you took…

How much do you agree or disagree with the following statements?

Strongly agree


Disagree Strongly disagree

M1. I developed greater confidence in myself because of Abriendo Puertas.

M2. I respect staff in this program. M3. Abriendo Puertas is respectful of my culture.

M4. I made new friends in Abriendo Puertas.

M5. Staff in the Abriendo Puertas program care about me.

[SKIP N1-2 FOR TREATMENT PARENTS]

N1. Before starting the program, did you talk with anyone about Abriendo Puertas who had recently completed the classes?

Yes

No

[SKIP N2 IF PARENT RESPONDED NO TO N1]

A lot Some Very little N2. If you spoke with others about the Abriendo Puertas classes, how much were you told about what would be taught?

We’ve now finished with our interview. Once again, thank you for participating in the survey. Your answers will be use to help improve the Abriendo Puertas/Opening Doors program. You will receive your $15 Target gift card in the mail.

[E&W need to confirm mailing address]

10

[END OF SURVEY]

Appendix I. Descriptive Statistics from Participant Survey- Follow up 2. Frequencies and Percentages

Number Reverse-coded

Question: How strongly do you agree or

disagree with the following statement?

Response Control Treatment

Frequency Valid Percent


A1r r Parents need to read to preschool children every day.

1. Strongly Agree 91 22.5 87 22.3

2. Agree 310 76.7 297 76.0 3. Neither

agree nor disagree

2 .5 1 .3

4. Disagree 1 .2 5 1.3 5. Strongly

Disagree 0 0 1 .3

A2 Bilingual children have difficulty developing language skills.

1. Strongly Agree 11 2.8 7 1.8

2. Agree 163 41.3 144 38.0 3. Neither

agree nor disagree

18 4.6 21 5.5

4. Disagree 192 48.6 186 49.1 5. Strongly

Disagree 11 2.8 21 5.5

A3 Parents should wait to start reading to their children until their children are learning to read.

1. Strongly Agree 5 1.2 3 .8

2. Agree 82 20.3 79 20.3 3. Neither

agree nor disagree

4 1.0 0 0


Disagree 33 8.2 42 10.8

A4r r A child's education starts at birth.

1. Strongly Agree 74 18.3 54 13.9

2. Agree 306 75.7 313 80.7 3. Neither

agree nor disagree

4 1.0 0 0


Disagree 0 0 2 .5

A5 Developing positive social/emotional skills means a child should always hide their true feelings.


2. Agree 70 18.0 87 23.7

3. Neither agree nor disagree

5 1.3 4 1.1


Disagree 30 7.7 23 6.3

A6 A preschool is only a place for children to pass the time.

1. Strongly Agree 3 .8 3 .8

2. Agree 76 19.1 66 17.0 3. Neither

agree nor disagree

3 .8 8 2.1


Disagree 29 7.3 30 7.7

A7r r I can help my child's brain develop by doing activities with him/her.

1. Strongly Agree 89 22.0 76 19.5

2. Agree 306 75.7 308 79.0 3. Neither

agree nor disagree

5 1.2 1 .3


Disagree 1 .2 0 0

A8 I should punish my child when he/she expresses negative feelings.

1. Strongly Agree 1 .2 6 1.6

2. Agree 60 14.9 52 13.5 3. Neither

agree nor disagree

36 8.9 26 6.8


Disagree 25 6.2 26 6.8

A9 I think that a child who uses two languages will get confused.


2. Agree 73 18.3 65 16.7 3. Neither

agree nor disagree

25 6.3 15 3.8


Disagree 32 8.0 29 7.4

A10r r Parents should talk regularly with their newborn children.

1. Strongly Agree 80 19.8 67 17.1

2. Agree 312 77.2 321 82.1 3. Neither

agree nor disagree

0 0 1 .3

4. Disagree 10 2.5 2 .5

5. Strongly Disagree 2 .5 0 0

A11 The best discipline is to be consistent.

1. Strongly Agree 49 12.6 42 11.1

2. Agree 326 83.8 329 86.8 3. Neither

agree nor disagree

5 1.3 1 .3


Disagree 1 .3 0 0

A12 What I say to my child matters more than what I do.


2. Agree 191 49.1 154 42.0 3. Neither

agree nor disagree

39 10.0 27 7.4


Disagree 3 .8 10 2.7

A13r r Parents have a responsibility to be involved in the decisions at school that affect their child.

1. Strongly Agree 73 18.1 59 15.2

2. Agree 316 78.4 317 81.9 3. Neither

agree nor disagree

5 1.2 1 .3


Disagree 1 .2 1 .3


Question: In the past week, how many days

did you:




B1 read to your child? 0. 0 Days 15 3.7 4 1.0 1. 1 Day 14 3.5 8 2.0 2. 2 Days 53 13.1 28 28 3. 3 Days 91 22.5 61 61 4. 4 Days 50 12.4 66 66 5. 5 Days 77 19.1 77 77 6. 6 Days 16 4.0 23 23 7. 7 Days 88 21.8 124 124 B2 tell your child a story that

was not from a book? 0. 0 Days 68 16.9 58 14.9

1. 1 Day 74 18.4 55 14.1 2. 2 Days 94 23.3 101 25.9 3. 3 Days 64 15.9 63 16.2 4. 4 Days 22 5.5 26 6.7

5. 5 Days 20 5.0 30 7.7 6. 6 Days 9 2.2 5 1.3 7. 7 Days 52 12.9 52 13.3 B3 take your child out to the

playground or park? 0. 0 Days 86 21.3 63 16.1

1. 1 Day 68 16.8 74 18.9 2. 2 Days 95 23.5 106 27.1 3. 3 Days 68 16.8 69 17.6 4. 4 Days 34 8.4 28 7.2 5. 5 Days 23 5.7 27 6.9 6. 6 Days 2 .5 4 1.0 7. 7 Days 28 6.9 20 5.1 B4 play counting games with

your child? 0. 0 Days 20 5.0 17 4.4

1. 1 Day 22 5.5 16 4.1 2. 2 Days 77 19.1 45 11.6 3. 3 Days 70 17.4 64 16.5 4. 4 Days 27 6.7 45 11.6 5. 5 Days 44 10.9 54 13.9 6. 6 Days 13 3.2 9 2.3 7. 7 Days 130 32.3 139 35.7 B5 go over letters in the

alphabet with your child? 0. 0 Days 40 9.9 18 4.6

1. 1 Day 34 8.4 21 5.4 2. 2 Days 41 10.1 43 11.0 3. 3 Days 52 12.9 39 10.0 4. 4 Days 33 8.2 36 9.2 5. 5 Days 43 10.6 71 18.2 6. 6 Days 9 2.2 15 3.8 7. 7 Days 152 37.6 148 37.9 B6 spank your child? 0. 0 Days 312 77.6 292 74.9 1. 1 Day 59 14.7 50 12.8 2. 2 Days 16 4.0 37 9.5 3. 3 Days 6 1.5 7 1.8 4. 4 Days 3 .7 0 0

5. 5 Days 0 0 .4 .5 6. 6 Days 2 .5 0 0

7. 7 Days 4 1.0 .4 .5 B7 provide opportunities for

your child to play actively or exercise?

0. 0 Days 9 2.2 0 0

1. 1 Day 10 2.5 11 2.8

2. 2 Days 26 6.5 37 9.5 3. 3 Days 35 8.7 38 9.7 4. 4 Days 30 7.4 24 6.2 5. 5 Days 50 12.4 42 10.8 6. 6 Days 12 3.0 12 3.1 7. 7 Days 231 57.3 226 57.9

B8 make sure your child ate a healthy breakfast? 0. 0 Days 2 .5 1 .3

1. 1 Day 3 .7 1 .3 2. 2 Days 5 1.2 9 2.3 3. 3 Days 12 3.0 9 2.3 4. 4 Days 19 4.7 13 3.3 5. 5 Days 25 6.2 24 6.2 6. 6 Days 13 3.2 8 2.1 7. 7 Days 323 80.3 324 83.3 Number Reverse-

coded Question: In the past

week, how many days did you:




C1 Asked for a meeting with a teacher at your child's school about how to improve educational opportunities for your child?

1. Never 139 34.5 124 32.0

2. Once 133 33.0 105 27.1 3. Twice 72 17.9 86 22.2 4. 3 Times 21 5.2 27 7.0 5. 4 or more

Times 38 9.4 45 11.6

C2 Taken your child to the library

1. Never 155 38.5 134 34.3


Times 83 20.6 101 25.8

C3 Checked out children's materials to take home (books, videos, CDs, audiotapes) from the library?

1. Never 63 25.3 56 21.8


Times 61 24.5 70 27.2

C4 1. Never 225 56.1 197 50.5


Times 48 12.0 61 15.6

Number Reverse-

coded Question: When you

read to your child: How often do you:

Response Control Treatment Frequency Valid

Percent Frequency Valid

Percent

D1 Stop from time to time and talk about the story together?

1. None of the time 7 1.8 4 1.0

2. Some of the time 164 41.0 128 32.8

3. Most of the time 130 32.5 134 34.4

4. All of the time 99 24.8 124 31.8

D2 Read a book again if your child wants to?


2. Some of the time 106 26.5 96 24.6

3. Most of the time 163 40.8 135 34.6

4. All of the time 122 30.5 153 39.2

D3 Read in a voice that has lots of expression and enthusiasm?


2. Some of the time 91 22.8 79 20.3

3. Most of the time 118 29.5 114 29.2

4. All of the time 179 44.8 190 48.7


Question: How often do you:




E1 Read the nutritional label on packaged foods before you buy them?

1. None of the time 60 14.9 38 9.7

2. Some of the time 126 31.3 128 32.8

3. Most of the time 81 20.1 70 17.9

4. All of the time 135 33.6 154 39.5

E2 Talk with your child about your family plans and activities?

1. None of the time 13 3.2 13 3.3

2. Some of the time 102 25.4 101 26.0

3. Most of the time 105 26.1 82 21.1

4. All of the time 182 45.3 193 49.6

E3 Use trips to the supermarket as an opportunity to teach things to your child?

1. None of the time 10 2.5 14 3.6

2. Some of the time 109 27.0 80 20.5

3. Most of the time 99 24.5 94 24.0

4. All of the time 186 46.0 203 51.9

E4 Reward your child with candy when he/she behaves well?

1. None of the time 138 34.2 133 34.0

2. Some of the time 183 45.3 183 46.8

3. Most of the time 43 10.6 34 8.7

4. All of the time 40 9.9 41 10.5

E5 Let your child choose what he or she wants to read?

1. None of the time 2 .5 3 .8

2. Some of the time 46 11.4 56 14.3

3. Most of the time 117 29.0 105 26.9

4. All of the time 238 59.1 227 58.1

E6 Make time to eat dinner with family at home, without the TV on?

1. None of the time 38 9.4 18 4.6

2. Some of the time 94 23.3 94 24.0

3. Most of the time 93 23.0 88 22.5

4. All of the time 179 44.3 191 48.8

E7 Tell your child that you appreciate it when he/she behaves well?

1. None of the time 0 0 2 .5

2. Some of the time 21 5.2 26 6.6

3. Most of the time 71 17.6 60 15.3

4. All of the time 312 77.2 303 77.5

E8 Respond with the appropriate discipline when your child misbehaves?


2. Some of the time 119 29.8 97 25.1

3. Most of the time 103 25.8 89 23.0

4. All of the time 168 42.1 195 50.4


Question: How confident would you

feel:




F1 Discussing a problem or concern with your child's doctor or healthcare provider?

1. Not at all confident 12 3.0 10 2.6

2. A little confident 35 8.7 30 7.7

3. Confident 198 49.1 218 55.8 4. Very

confident 158 39.2 133 34.0

F2 Discussing a problem or concern with your child's teacher?

1. Not at all confident 8 2.0 3 .8


3. Confident 198 50.0 199 51.8 4. Very

confident 161 40.7 163 42.4

F3 Discussing a problem or concern with your child's school principal?

1. Not at all confident

23 5.9 28 7.4


3. Confident 189 48.8 191 50.8 4. Very

confident 121 31.3 121 32.2

F4 In your ability to help your child become a good reader?



3. Confident 195 48.6 198 50.9 4. Very

confident 162 40.4 164 42.2

F5 Advocating for your child's rights in school?



3. Confident 188 48.2 196 50.6 4. Very

confident 166 42.6 161 41.6

F6 Advocating with social agencies to obtain the necessary services for your child?



3. Confident 206 52.3 183 47.7 4. Very

confident 117 29.7 124 32.3

G1 Childcare providers provide healthy snacks for children?

1. Not important

0 0 0 0

2. Somewhat important 12 3.0 4 1.0

3. Quite important 270 67.0 247 63.3

4.Completely important

121 30.0 139 35.6

G2 Childcare providers read to children every day?

1. Not important

0 0 0 0

2. Somewhat important 9 2.2 3 .8

3. Quite important 283 70.0 253 64.7

4.Completely important 112 27.7 135 34.5

G3 Childcare providers provide opportunities for physically active play?

1. Not important 0 0 0 0

2. Somewhat important 9 2.2 11 2.8

3. Quite important 289 71.5 264 67.7


G4 Childcare providers teach children how to play with others?

1. Not important 0 0 1 .3

2. Somewhat important 6 1.5 3 .8

3. Quite important 280 69.3 258 66.0


H1 Go to fast food restaurants with your child?

1. None of the time 30 7.4 19 4.9

2. Some of the time 359 88.9 359 92.1

3. Most of the time 11 2.7 8 2.1

4. All of the time 4 1.0 4 1.0

H2 Let your child know that you appreciate what he/she tries to do?


2. Some of the time 35 8.7 34 8.7

3. Most of the time 108 26.8 70 17.9

4. All of the time 258 64.0 285 73.1

H3 Take time to prepare a healthy dinner?


2. Some of the time 41 10.1 40 10.2

3. Most of the time 105 26.0 83 21.2

4. All of the time 257 63.6 265 67.8

H4 Encourage your child to tell you if he/she feels sad or frustrated


2. Some of the time 44 10.9 40 10.3

3. Most of the time 70 17.4 51 13.1

4. All of the time 282 70.0 294 75.6

H5 Feel you are coping well with the day to day demands of parenting?


2. Some of the time 69 17.4 66 17.3

3. Most of the time 122 30.8 94 24.6

4. All of the time 202 51.0 221 57.9

H6 Take time to think about how to respond to your child's behavior before you act?


2. Some of the time 74 18.4 71 18.3

3. Most of the time 138 34.3 97 24.9

4. All of the time 183 45.5 216 55.5

H7 Have someone you can talk to when you need help or advice about parenting?

1. None of the time 36 8.9 29 7.4

2. Some of the time 98 24.3 88 22.5

3. Most of the time 93 23.1 82 21.0

4. All of the time 176 43.7 192 49.1

H8 How often does your family: Develop plans to reach your family goals?

1. None of the time 22 5.5 17 4.4

2. Some of the time 109 27.3 92 23.6

3. Most of the time 108 27.1 95 24.4

4. All of the time 160 40.1 186 47.7

H9 How often does your family: Develop plans to reach family goals for your child(ren)?

1. None of the time 13 3.2 10 2.6

2. Some of the time 92 22.9 64 16.5

3. Most of the time 105 26.2 85 21.9

4. All of the time 191 47.6 230 59.1


Question: How strongly do you agree or disagree:




I1 A child starts learning when he/she enters kindergarten.


2. Agree 129 34.5 125 36.3

3. Neither agree nor disagree

9 2.4 6 1.7

4. Disagree 212 56.7 193 56.1

5. Strongly Disagree 0 0 0 0

I2 Children should express only positive feelings.


2. Agree 103 27.1 118 32.5 3. Neither

agree nor disagree

13 3.4 10 2.8


Disagree 0 0 0 0

I3r r A child starts to learn language at birth.

1. Strongly Agree 67 16.6 58 15.0

2. Agree 311 77.2 305 78.8 3. Neither

agree nor disagree

2 .5 2 .5


Disagree 0 0 0 0

14r r How I deal with problems sets an example for my child.


2. Agree 273 70.5 268 76.6 3. Neither

agree nor disagree

20 5.2 19 5.4


Disagree 0 0 0 0

I5r r Parents have the right to be involved in the decisions at school that affect their child.

1. Strongly Agree 93 23.0 80 20.7

2. Agree 305 75.5 299 77.3 3. Neither

agree nor disagree

2 .5 0 0

4. Disagree 4 1.0 8 2.1

5. Strongly Disagree

0 0 0 0

I6r r Parents should talk regularly to their preschool child, even if they don't have formal education.

1. Strongly Agree 72 17.9 61 15.7

2. Agree 321 79.9 317 81.7 3. Neither

agree nor disagree

3 .7 5 1.3

4. Disagree 6 1.5 5 1.3


0 0 0 0

I7r r I should encourage my child to express their thoughts and emotions.

1. Strongly Agree 94 23.3 86 22.0

2. Agree 306 75.7 298 76.2 3. Neither

agree nor disagree

1 .2 1 .3


Disagree 0 0 0 0

I8r r Parents should use the correct and accurate names for things when speaking to a 2 year old child.

1. Strongly Agree 95 23.6 84 21.6

2. Agree 296 73.4 288 74.0 3. Neither

agree nor disagree

8 2.0 5 1.3


Disagree 0 0 0 0

I9r r The example I set for my child matters more than what I say.

1. Strongly Agree 58 14.7 51 13.4

2. Agree 262 66.5 280 73.5 3. Neither

agree nor disagree

26 6.6 20 5.2

4. Disagree 48 12.2 30 7.9


0 0 0 0

I10r r Parents should read or share stories with their preschool child, even if they don't have formal education.

1. Strongly Agree 85 21.1 70 17.9

2. Agree 314 77.9 315 80.6 3. Neither

agree nor disagree

1 .2 4 1.0

4. Disagree 3 .7 2 .5 5. Strongly

Disagree 0 0 0 0

I11 I am aware of how my community is doing compared with other communities.


2. Agree 297 76.3 315 84.0 3. Neither

agree nor disagree

26 6.7 16 4.3

4. Disagree 36 9.3 24 6.4


0 0 0 0

I12 I think that a child who uses two languages will have a hard time learning in school.

1. Strongly Agree 3 .8 3 .8

2. Agree 83 22.5 63 17.7 3. Neither

agree nor disagree

12 3.3 15 4.2


Disagree 0 0 0 0

I13 Very strict discipline is best for children.


2. Agree 130 33.5 150 40.5 3. Neither

agree nor disagree

40 10.3 31 8.4


Disagree 0 0 0 0

I14 Children should never express negative feelings.


2. Agree 73 19.3 70 19.6 3. Neither

agree nor disagree

15 4.0 13 3.6


Disagree 0 0 0 0

Appendix J. Estimated Means

Estimated means: The table below shows the mean response for each item adjusting for selected

control variables1.

1 Controlling for: Foreign Born (1= foreign 0= USA born), Group (1= treatment, 0= control), Parenting Class (1= yes,

0= no); Income (1= more than 20,000 0= less than 20,000), Education (1= high school or more, 0= middle school or less); Marital status 1= married, 0= other); Contaminated (1=yes, 0=no).


Question: How strongly do you agree or disagree with the following statement?

Control or Treatment

N Estimated Marginal

Mean SE

A1r r Parents need to read to preschool children every day C 345 4.203 .028 T 316 4.206 .029 A2 Bilingual children have difficulty developing language

skills C 339 3.121 .059

T 307 3.193 .063 A3 Parents should wait to start reading to their children

until their children are learning to read C 344 3.662 .052

T 316 3.678 .054 A4r r A child's education starts at birth C 345 4.091 .035 T 313 4.037 .037 A5 Developing positive social/emotional skills means a

child should always hide their true feelings C 334 3.723 .050

T 298 3.535 .053 A6 A preschool is only a place for children to pass the

time C 341 3.707 .048

T 314 3.716 .050 A7r r I can help my child's brain develop by doing activities

with him/her C 345 4.192 .027

T 316 4.180 .028 A8 I should punish my child when he/she expresses

negative feelings C 345 3.680 .046

T 312 3.700 .048 A9 I think that a child who uses two languages will get

confused C 344 3.714 .047

T 315 3.686 .049 A10r r Parents should talk regularly with their newborn

children C 345 4.163 .028

T 316 4.145 .029 A11 The best discipline is to be consistent C 333 1.946 .025 T 309 1.903 .026 A12 What I say to my child matters more than what I do. C 331 2.895 .057 T 300 3.059 .061 A13r r Parents have a responsibility to be involved in the

decisions at school that affect their child C 344 4.111 .028

T 313 4.121 .029


Question: In the past week, how many times did you:


N Estimated Marginal

Mean SE

B1 read to your child? C 345 4.153 .106 T

316 4.893 .111

B2 tell your child a story that was not from a book? C 344 2.570 .124 T 315 2.895 .130 B3 take your child out to the playground or park? C 345 2.230 .104 T 316 2.350 .110 B4 play counting games with your child? C 344 4.276 .125 T 315 4.495 .131 B5 go over letters in the alphabet with your child? C 345 4.267 .135 T 316 4.731 .142 B6 spank your child? C 343 .421 .058 T 316 .436 .061 B7 provide opportunities for your child to play actively or

exercise? C 344 5.511 .110

T 315 5.579 .115 B8 make sure your child ate a healthy breakfast? C 343 6.500 .070 T 315 6.468 .073 Number Reverse

-coded Question: In the past week, how many times did you:


N Estimated Marginal Mean

SE

C1 Asked for a meeting with a teacher at your child's school about how to improve educational opportunities for your child?

C 345 2.188 .072

T 316 2.466 .075 C2 Taken your child to the library C 344 2.606 .089 T 316 2.837 .093 C3 Check out children's materials to take home (books,

videos, CDs, audiotapes) from the library? C 216 2.93 .109

T 211 3.124 .110 C4 Collaborated with other parents to improve conditions

for children in your neighborhood? C 342 2.060 .083

T 315 2.304 .087 Number Reverse

-coded Question: When you read to your child, how often do you:



SE

D1 Stop from time to time and talk about the story together with your child?

C 341 2.791 .046

T 315 2.985 .048 D2 Read a book again if your child wants to? C 341 3.042 .050 T 315 3.164 .052

D3 Read in a voice that has lots of expression and enthusiasm?

C 341 3.165 .050


-coded Question: How often do you: Control or

Treatment N Estimated

Marginal Mean

SE

E1 Read the nutritional label on packaged foods before you buy them?

C 343 2.683 .059

T 315 2.873 .062 E2 Talk with your child about your family plans and

activities? C 344 3.122 .051

T 315 3.181 .053 E3 Use trips to the supermarket as an opportunity to

teach things to your child? C 345 3.122 .050

T 316 3.241 .052 E4 Reward your child with candy when he/she behaves

well? C 345 1.978 .051

T 316 1.958 .054 E5 Let your child choose what he or she wants to read? C 344 3.458 .041 T 316 3.416 .043 E6 Make time to eat dinner with family at home, without

the TV on? C 345 3.005 .056

T 316 3.163 .058 E7 Tell your child that you appreciate it when he/she

behaves well? C 345 3.729 .032

T 316 3.685 .034 E8 Respond with the appropriate discipline when your

child misbehaves? C 341 3.090 .051


-coded Question: How confident would you feel: Control or


Marginal Mean

SE

F1 Discussing a problem or concern with your child's doctor or healthcare provider?

C 344 3.262 .039

T 316 3.227 .041 F2 Discussing a problem or concern with your child's

teacher? C 339 3.301 .036

T 313 3.36 .038 F3 Discussing a problem or concern with your child's

school principal? C 331 3.091 .048

T 308 3.062 .050 F4 In your ability to help your child become a good

reader? C 342 3.292 .038

T 315 3.331 .040 F5 Advocating for your child's rights in school? C 333 3.355 .038 T 314 3.283 .039 F6 Advocating with social agencies to obtain the

necessary services for your child? C 338 3.071 .047

T 311 3.058 .049


Question: How important is it that: Control or Treatment


SE

G1 Childcare providers provide healthy snacks for children?

C 344 3.286 .028

T 316 3.357 .029 G2 Childcare providers read to children every day? C 345 3.263 .027 T 316 3.355 .029 G3 Childcare providers provide opportunities for

physically active play? C 345 3.245 .027

T 315 3.293 .028 G4 Childcare providers teach children how to play with

others? C 345 3.282 .027


-coded Question: How often do you: Control or


Marginal Mean

SE

H1r r Go to fast food restaurants with your child? C 345 3.013 .020 T 315 2.996 .021 H2 Let your child know that you appreciate what he/she

tries to do? C 344 3.558 .036

T 316 3.633 .038 H3 Take time to prepare a healthy dinner? C 345 3.529 .039 T 316 3.559 .041 H4 Encourage your child to tell you if he/she feels sad or

frustrated C 344 3.565 .040

T 315 3.649 .042 H5 Feel you are coping well with the day to day demands

of parenting? C 338 3.325 .044

T 311 3.389 .046 H6 Take time to think about how to respond to your

child's behavior before you act? C 343 3.262 .046

T 314 3.335 .048 H7 Have someone you can talk to when you need help or

advice about parenting? C 344 3.007 .057

T 316 3.154 .059 H8 How often does your family: Develop plans to reach

your family goals? C 340 3.006 .053

T 315 3.153 .055 H9 How often does your family: Develop plans to reach

family goals for your child(ren)? C 342 3.181 .049


-coded Question: How strongly do you agree or disagree:


N Estimated Marginal Means

SE

I1 A child starts learning when he/she enters kindergarten.

C 316 3.118 .062

T 276 3.089 .067

I2 Children should express only positive feelings. C 322 3.373 .055 T 292 3.295 .057 I3r r A child starts to learn language at birth. C 345 4.062 .035 T 314 4.034 .037 I4r r How I deal with problems sets an example for my child C 331 3.797 .043 T 288 3.876 .047 I5r r Parents have the right to be involved in the decisions

at school that affect their child. C 345 4.219 .027

T 313 4.161 .029 I6r r Parents should talk regularly to their preschool child,

even if they don't have formal education. C 344 4.151 .026

T 314 4.112 .028 I7r r I should encourage my child to express their thoughts

and emotions. C 345 4.220 .026

T 316 4.199 .028 I8r r Parents should use the correct and accurate names

for things when speaking to a 2 year old child. C 344 4.233 .035

T 314 4.154 .037 I9r r The example I set for my child matters more than what

I say. C 335 3.803 .045

T 309 3.897 .047 I10 r Parents should read or share stories with their

preschool child, even if they don't have formal education.

C 344 4.200 .025

T 316 4.137 .026 I11 I am aware of how my community is doing compared

with other communities. C 331 2.140 .036

T 305 2.137 .038 I12 I think that a child who uses two languages will have a

hard time learning in school. C 313 3.542 .048

T 287 3.579 .051 I13 Very strict discipline is best for children. C 332 3.185 .055 T 298 3.079 .058 I14 Children should never express negative feelings. C 323 3.581 .047 T 285 3.535 .050

Appendix K. Analyses of Individual Survey Questions Coded as Positive and Negative

Readers may wish to examine responses to individual questions within domains, to assess whether

there is consistency across questions in a domain and to assess whether there are particular elements

within a domain that are changing as intended while other elements are not changing as intended. All

questions are presented whether they were included in a scale or not.

The following analyses present the odds ratio (OR) for each question, for the positive end of the scale

and for the negative end of the question. We examine positive and negative coding because movement

of respondents from highly negative behaviors can be an extremely important program outcome.

Similarly, moving respondents into positive behaviors can be a very important outcome for a program.

Both of these patterns can be missed by only examining means/averages.

Coding of the positive and negative ends of questions was defined a priori (though a few a priori

judgments were revised because there were either no cases or all of the cases in the a priori category).

The coding for each question is shown immediately below the question. Also, in several instances, a

positive or negative category could not be created, generally because there were too few cases in the

negative or positive categories. These judgments were made by a group of four senior researchers, who

reviewed the questionnaire independently and then met to review and reconcile their coding. (These

researchers are Kristin A. Moore, Ph.D., Selma Caal, PhD., Karen Walker, Ph.D, and David Murphey,

Ph.D.)

The odds ratios can be interpreted as follows. An odds ratio (OR) of 1 implies no difference between the

experimental/treatment and control groups. For positive outcomes, an OR above 1.00 represents a

positive difference, such that Abriendo Puertas has produced an increase in the proportion of the

treatment group at the positive end for this question, compared with the control group. For negative

outcomes, an OR below 1.00 signals a reduction in the proportion of the experimental/treatment group

at the negative end for this question, compared with the control group.

If the difference is statistically significant, it is marked with an asterisk. If it is not statistically significant,

there is no asterisk; but the pattern across individual items can nevertheless be informative. Moreover,

a number of positive findings that fall short of statistical significance may contribute to an overall

positive assessment in a scale.

In the case of the first item, for example, the odds ratio (OR) is greater than 1.00 for the positive

outcome, which as coded as disagreeing or strongly disagreeing with the item that “Bilingual children

have difficulty developing language skills”. The OR of 1.094 is not statistically significant, however. That

is, the treatment versus control group difference falls short of being statistically reliable. For the

negative outcome, the OR is .913, which is below 1.00, signifying a reduction in a negative belief. The

item was coded as negative if a parent said that they strongly agreed or agreed with the statement that

“Bilingual children have difficulty developing language skills. In other words, parents in the treatment

group are less likely to have a negative outcome than those in the control group; however, the

difference is not statistically significant.

PARENT EDUCATIONAL ACTIVITIES

In this domain, all of the positive items (i.e., questions coded for positive change) have a

positive odds ratio, and three out of seven are statistically significant. Two items could not be

coded for a negative value. Of the remaining five items, four had an odds ratio under 1,

indicating a reduction in the negative scores and two were statistically significant, while one

was borderline statistically significant. Clearly the impact of Abriendo Puertas is quite general

for this domain.

Item OR (positive) 1 OR (negative)

In the past week, how many days did you: read to your child? (B1) 3.411** 0.293**

Positive: 1= 2 or more days Negative: 1= 0, 1 days

Item OR (positive) OR (negative)

In the past week, how many days did you: tell your child a story that was not from a book? (B2)

1.218 0.821

Positive: 1= 1 or more days Negative: 1= 0 days


In the past week, how many days did you: play counting games with your child? (B4)

1.370 n/a

Positive: 1= 2 or more days Negative: n/a


In the past week, how many days did you: go over letters in the alphabet with your child? (B5)

2.311*** 0.400**

Positive: 1= 2 or more days Negative: 0 days


When you read to your child, how often do you: Stop from time to time and talk about the story together with your child? (D1)

1.531** n/a

Positive: 1= Most of the Time, All of the Time Negative: n/a

1 ***=p<0.001; **=p<0.01; *=p<0.05; †= partially significant


How often do you: Use trips to the supermarket as an opportunity to teach things to your child? (E3)

1.277 1.658

Positive: 1= Most of the time, All of the time Negative: 1= None of the time


How often do you: Make time to eat dinner with family at home, without the TV on? (E6)

1.302 0.768† (p=0.076)

Positive: 1= Most of the time, All of the time Negative: 1: None of the time, Some of the time

LANGUAGE/LEARNING ITEMS

In this domain, parents in the treatment group are more likely to score positively relative to

parents in the control group on four of the five items that could be scored, significantly so for

one of the items. In addition, parents in the treatment group are less likely to score

negatively on three of the items, though none of the impacts are significant


How strongly do you agree or disagree: Bilingual children have difficulty developing language skills (A2)

1.094 .913

Positive: 1= Disagree, Strongly Disagree Negative: 1= Strongly Agree, Agree


How strongly do you agree or disagree: A preschool is only a place for children to pass the time. (A6)

n/a .919

Positive: n/a Negative: 1= Strongly Agree, Agree


How strongly do you agree or disagree: Parents should wait to start reading to their children until their children are learning to read. (A3)

1.190 n/a

Positive: 1= Disagree, Strongly Disagree Negative: n/a


How strongly do you agree or disagree: I think that a child who uses two languages will get confused. (A9)

1.023 1.069

Positive: 1= Disagree, Strongly Disagree Negative: : 1= Strongly Agree, Agree


How strongly do you agree or disagree: A child starts learning when he/she enters kindergarten. (I1)

.947 1.084

Positive: 1=Disagree Negative: 1=Strongly agree, Agree


How strongly do you agree or disagree: I think that a child who uses two languages will have a hard time learning in school. (I12)

n/a .814

Positive: n/a Negative: 1= Strongly agree, Agree

APPROACH TO READING ITEMS

Parents in the Abriendo Puertas treatment group are more likely to be in the positive end,

relative to the control group, on two of three positive items, though none of the impacts are

statistically significant. For questions in this domain, only one negative items could be scored

and the impact is not significant. Note, thought, that the frequency of reading discussed under

Parent Educational Activities, manifested a significant impact on both the positive and the

negative end.


When you read to your child, how often do you: Read a book again if your child wants to? (D2)

1.307 n/a



When you read to your child, how often do you: Read in a voice that has lots of expression and enthusiasm? (D3)

1.227 n/a



How often do you: Let your child choose what he or she wants to read? (E5)

0.752 1.329

Positive: Most of the time, All of the time Negative: 1= None of the Time, Some of the Time

CONTROL OF EMOTIONAL EXPRESSION ITEMS

Of the six items that fall into this domain, none have the hypothesized impact. Indeed, one

item is statistically significant in the wrong direction for both the positive and the negative

coding.


How strongly do you agree or disagree: Developing positive social/emotional skills means a child should always hide their true feelings.(A5)

.545** 1.877**



How strongly do you agree or disagree: I should punish my child when he/she expresses negative feelings. (A8)

n/a 1.055

Positive: n/a Negative: 1= Strongly Agree, Agree


How often do you: Encourage your child tell you if he/she feels sad or frustrated? (H4)

1.334 .876

Positive: 1= All of the time Negative: 1= None of the time, Some of the time


How strongly do you agree or disagree: Children should express only positive feelings. (I2)

.800 1.283

Positive: 1=Disagree Negative: 1= Strongly agree, Agree


How strongly do you agree or disagree: I should encourage my child to express their thoughts and emotions. (I7)

.900 n/a

Positive: 1= Strongly agree Negative: n/a


How strongly do you agree or disagree: Children should never express negative feelings. (I14)

.n/a 1.140


DISCIPLINE ITEMS

The four items assessing discipline did not scale, nor are the findings for individual questions

consistent. The individual items manifest one positive change, in that treatment group

parents report they are more likely to “take time to think about how to respond to your

child's behavior before you act.” However they are also more likely to agree or strongly agree

that “very strict discipline is best for children.”


In the past week, how many days did you: spank your child? (B6) .985 n/a

Positive: 1=Zero days Negative: n/a


How often do you: Reward your child with candy when he/she behaves well? (E4)

1.027 0.886

Positive: 1 = None of the time Negative: 1= All of the time, most of the time


How often do you: Take time to think about how to respond to your child's behavior before you act? (H6)

1.506** 1.206

Positive: 1 = All of the time Negative: 1 = None of the time, Some of the time


How strongly do you agree or disagree: Very strict discipline is best for children. (I13)

.n/a 1.393*


FAMILY PLANFULNESS AND ORGANIZATION ITEMS

Although only one of the questions in this domain is statistically significant, there is a

consistent pattern to the results. Specifically, parents in the treatment group are more likely

to score on the positive end and less likely to score on the negative end.


How often do you: Read the nutritional label on packaged foods before you buy them? (E1)

1.255 0.484**

Positive: 1=Most of the time, All of the time Negative: 1= None of the Time


How often do you: Talk with your child about your family plans and activities? (E2)

1.154 0.866

Positive: 1= Most of the time, All of the time Negative: 1=Some of the time, None of the time


How often do you: Feel you are coping well with the day to day demands of parenting? (H5)

n/a 1.075

Positive: n/a Negative: 1= None of the time, Some of the time


How often do you: Have someone you can talk to when you need help or advice about parenting? (H7)

n/a .744

Positive: n/a Negative: 1= None of the time


How often does your family: Develop plans to reach your family goals? (H8)

1.243 0.700

Positive: 1= Most of the time, All of the time Negative: 1= none of the time


How often does your family: Develop plans to reach family goals for your child(ren)? (H9)

1.225 0.841

Positive: 1= Most of the time, All of the time Negative: 1= none of the time

CHILD CARE ITEMS

Only the positive responses were coded in this sub-domain, as negative cut-offs were not

discernible by the researchers who conferred on the cut offs. For all four of these positive

items, parents in the Abriendo Puertas treatment group were more likely to score on the

positive end than parents in the control group, although two items are not statistically

significant, one item is borderline significant, and one item is highly significant.


How important is it that: Childcare providers provide healthy snacks for children? (G1)

1.343† (p= 0.0545) n/a

Positive: 1= Completely important Negative: n/a


How important is it that: Childcare providers read to children every day? (G2)

1.498** n/a



How important is it that: Childcare providers provide opportunities for physically active play? (G3)

1.338 n/a



How important is it that: Childcare providers teach children how to play with others? (G4)

1.265 n/a


ENCOURAGEMENT AND APPRECIATION ITEMS

Only two items fall into this domain. One was statistically significant but not as hypothesized.

Specifically, parents in the treatment group were less likely to score positively in terms of

“telling the child they appreciate it when the child behaves well.”


How often do you: Tell your child that you appreciate it when he/she behaves well? (E7)

.465* n/a

Positive: 1=Most of the time, All of the time Negative: n/a


How often do you: Let your child know that you appreciate what he/she tries to do? (H2)

n/a .881


EARLY DEVELOPMENT KNOWLEDGE ITEMS

The items in this sub-domain tend to demonstrate non-significant reductions in positive

responses. At the same time, there is a statistically significant reduction in one response on

the negative end, indicating that fewer participants in Abriendo Puertas disagree or have no

opinion about whether language learning begins at birth.


How strongly do you agree or disagree: Parents need to read to preschool children every day (A1)

1.190 1.719

Positive: 1= Strongly Agree Negative: 1= Neither Agree nor Disagree, Disagree, Strongly

Disagree

Item OR (positive A) OR (positive B)

How strongly do you agree or disagree: A child's education starts at birth. (A4)

.775 1.026

Positive A: 1= Strongly Agree Positive B: 1= Strongly Agree, Agree


How strongly do you agree or disagree: I can help my child's brain develop by doing activities with him/her. (A7)

.812 n/a

Positive: 1= Strongly Agree Negative: n/a


How strongly do you agree or disagree: Parents should talk regularly with their newborn children. (A10)

.817 n/a



How strongly do you agree or disagree: A child starts to learn language at birth. (I3)

.840 .616*

Positive: 1= Strongly agree Negative: 1= Neither Agree nor Disagree, Disagree, Strongly

Disagree


How strongly do you agree or disagree: Parents should talk regularly to their preschool child, even if they don't have formal education. (I6)

.786 n/a



How strongly do you agree or disagree: Parents should use the correct and accurate names for things when speaking to a 2 year old child. (I8)

.840 n/a



How strongly do you agree or disagree: Parents should read or share stories with their preschool child, even if they don't have formal education. (I10)

.712† (p= 0.058) n/a


CONFIDENCE ITEMS

None of the individual items in this sub-domain reached statistical significance.


How confident would you feel: Discussing a problem or concern with your child's doctor or healthcare provider? (F1)

.793 .861

Positive: 1= Very Confident Negative: 1= Not at all confident, A little confident


How confident would you feel: Discussing a problem or concern with your child's teacher? (F2)

.655 .861



How confident would you feel: Discussing a problem or concern with your child's school principal? (F3)

0.973 1.027

Positive: 1= Confident, Very confident Negative: 1= Not at all Confident, A Little Confident


How confident would you feel: In your ability to help your child become a good reader? (F4)

.983 .623



How confident would you feel: Advocating for your child's rights in school? (F5)

.768 1.053



How confident would you feel: Advocating with social agencies to obtain the necessary services for your child? (F6)

1.114 1.169


LIBRARY USE ITEMS

As hypothesized, parents in the Abriendo Puertas class are significantly more likely to score in

the positive end and less likely to score at the negative end on the measure of how frequently

they have taken their child to the library


In the past two months, how many times have you: Taken your child to the library? (C2)

1.333* 0.732*

Positive: 1=Twice, 3 times, 4 times Negative: 1= Never


In the past two months, how many times have you: Check out children's materials to take home (books, videos, CDs, audio tapes) from the library? (C3)

n/a .824

Positive: n/a Negative: 1= Never

HEALTH AND EXERCISE ITEMS

None of the items in this domain were significantly more positive; however, two items on the

negative end were statistically significant in the hypothesized direction. Specifically, parents

in the treatment group reported that they were less likely to never read nutritional labels and

less likely to never or only sometimes eat dinner at home with family without having the TV

on, although the latter item was just borderline significant. (One additional question that

could be sees as falling into this domain was also non-significant: whether parents “reward

your child with candy when he/she behaves well.”)


In the past week, how many days did you: take your child out to the playground or park? (B3)

1.253 0.798

Positive: 1= 1 or more days Negative: 1= 0 days


In the past week, how many days did you: provide opportunities for your child to play actively or exercise? (B7)

1.024 .885

Positive: 1=Seven days Negative: 1= 0 through 2 days


In the past week, how many days did you: make sure your child ate a healthy breakfast? (B8)

.954 1.214

Positive: 1=Seven days Negative: 1=0 through 3 days


How often do you go to fast food restaurants with your child? (H1) 0.795 0.865

Positive: 1= None of the time Negative: 1= Most of the time, All of the time


How often do you: Take time to prepare a healthy dinner? (H3) n/a 1.220


ROLE MODEL ITEMS

Three questions measured whether the parent thinks they are a good role model. Parents in the Abriendo Puertas treatment group were less likely to score on the negative end on all three items, significantly so for two of the items. On the positive end, one item had a statistically significant impact, such that parents in the treatment group were much less likely to endorse the idea that what they say matters more than what they do.

OR (positive) OR (negative)

How strongly do you agree or disagree: What I say to my child matters more than what I do. (A12)

1.535** .802



How strongly do you agree or disagree: How I deal with problems sets an example for my child. (I4)

.718 .573*

Positive: 1= Strongly agree Negative: 1= Disagree


How strongly do you agree or disagree: The example I set for my child matters more than what I say. (I9)

n/a .554**

Positive: n/a Negative: 1= Disagree

CIVIC ENGAGEMENT ITEMS

Five items assessed varied elements of civic engagement; however, significant impacts were

not evident on positive or negative attitudes.


How strongly do you agree or disagree: Parents have a responsibility to be involved in the decisions at school that affect their child. (A13)

.877 n/a



In the past two months, how many times have you: Asked for a meeting with a teacher at your child's school about how to improve educational opportunities for your child? (C1)

n/a .830



In the past two months, how many times have you: Collaborated with other parents to improve conditions for children in your neighborhood? (C4)

n/a .771



How strongly do you agree or disagree: Parents have the right to be involved in the decisions at school that affect their child. (I5)

.749 n/a



How strongly do you agree or disagree: I am aware of how my community is doing compared with other communities. (I11)

n/a .773

Positive: n/a Negative: 1= Neither, Disagree

Abriendo Puertas/Opening Doors Parenting Program: …...information about the focus group. Due to...

Documents

Transcript of Abriendo Puertas/Opening Doors Parenting Program: …...information about the focus group. Due to...