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              United Way for Southeastern Michigan, and ACCESS: ACCESS to School
      Back
                The ACCESS to School program uses an empowerment-based approach to school readiness to address the needs of immigrant parents and caregivers with children aged 0-5 living in Southwest Detroit. These program components include:Culturally adapted Parenting Education,Parent and Child Interactive Learning Activities (PCIL),Comprehensive Care-management for families, andAdult English as a Second Language (ESL) instruction.**Study Goals**:The evaluation had two distinct purposes:To refine and describe the ACCESS to School programTo evaluate its outcomes.**Research Questions**:The evaluation included both implementation and impact research questions. The research questions were:**Implementation Questions:**How did the program as implemented compare to the original program model?How many sessions were implemented?To what extent did parents participate in each component of the program?How complex is the program?How did program complexity affect program implementation?What strategies were used to support implementation?How were these strategies perceived by staff involved?How was the quality of delivering the intervention, in relation to:participant responsiveness,recruitment, andcontext?**Impact Questions:**Do parents who receive the ACCESS to School program significantly superior to those in the comparison group on the following outcomes:reading timeparenting attitudesparenting stress in the homecognitive activityparenting-related self-esteemchild social-emotional well-being (reported by parent)Are parents who participate in both the Parenting Education and PCIL components of the ACCESS to School program superior to those who only receive Parenting Education on the following outcomes:reading timeparenting attitudesparenting stresscognitive activity in the homeparenting-related self-esteemchild social-emotional well-being (reported by parent)Are children of parents who receive the ACCESS to School program significantly more ready for school than children in the comparison group on the following outcomes:colorslettersnumberssizesshapesSchool Readiness Composite (SRC) of above measuresAre children of parents who participate in both the Parenting Education and PCIL components of the ACCESS to School program superior to those who only receive Parenting Education on the following outcomes:colorslettersnumberssizesshapesSchool Readiness Composite (SRC) of above measuresTo what extent do parent-level outcomes (such as reading time to child, parenting attitudes, parenting stress, cognitive activity in the home, parenting self-esteem) predict child school readiness?To what extent do parent-reported improvements in child social-emotional well-being (such as social competence, anger/aggression, and anxiety) predict child school readiness?**Findings:**The evaluation found the following:Parents who participated in ACCESS to School had considerably less negative attitudes and significantly lowered parental stress compared with the comparison group.Children of parents who received ACCESS to School had significantly improved School Readiness Composite scores (which measured understanding of colors, letters, numbers, sizes, shapes).The Case Management component of ACCESS to School was found to reduce family vulnerability with regard to employment, income, healthcare, transportation, spoken English language proficiency, and social connections.For more information, download the full report and report brief.

      Full report
      

      Full Report
            UWSEM_2011_ACCESS_to_School_Final_Report_031219_508.pdf
                  UWSEM_2011_Rr1010_2018_08_15_CNCS_Report_Brief_ACCESS_508_1.pdf
        Further information
    



      Program/Intervention
                        ACCESS to School
  

      Implementing Organization
                        ACCESS
  

      Intermediary(s)
                        United Way for Southeastern Michigan
  

      AmeriCorps Program(s)
            Social Innovation Fund
  

      Age(s) Studied
            0-5 (Early childhood)
  

      Study Type(s)
            Impact
                  Implementation
  

      Study Design(s)
            Quasi-Experimental (QED)
  

      Level of Evidence
            Moderate
  

      Researcher/Evaluator
                        Michigan Public Health Institute
  

      Published Year
                        2019
  

      Study Site Location (State)
            Michigan Back to main content Sign up to hear about our latest news, events, and opportunities.
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