Changing from a voluntary to a required program may alter the intent and nature of family support and violate its basic principles. The cultural competence issue. Discerning multiple understandings of what constitutes competence across and among cultures and delineating effective ways to build parental competence while nourishing diversity remain a challenge. The quality issue. Because parent education and family support efforts have grown fairly rapidly, and because they have emerged from different professional traditions, attempts to address program quality are only beginning to emerge.
Uncertainty regarding specific variables associated with quality outcomes prevails.
Overall, there is little specification regarding the competencies, training, or credentials needed for working in the programs. Tools to evaluate program quality and methods of program accreditation are only now being developed. The results issue. While it is appropriate to demand results from parenting education and family support efforts, the programs must be recognized for what they are and are not. They do not replace efforts in community development or major employment initiatives.