Table 4: The Role of Mentors in Fostering Parental Attitudes—Second Experiment

||Panel A: Paren<br>Quantity|ts and Mento<br> (Last 60 Days|rs Interactio<br>)|ns (as reported b|y the parents)<br>Quality|||
|---|---|---|---|---|---|---|---|
||Meetings|Visits|Index|Inform|Advise|Index||
|||||About Child|About Child|||
|API Plus|1.039|0.726|0.362|0.102|0.100|0.251||
||[0.147]|[0.125]|[0.062]|[0.057]|[0.034]|[0.040]||
||_{_0.194_}_|_{_0.171_}_|_{_0.094_}_|_{_0.097_}_|_{_0.056_}_|_{_0.070_}_||
||(0.194)|(0.194)|(0.100)|(0.078)|(0.078)|(0.078)||
|Observations|482|491|504|354|353|357||
|Clusters|123|124|124|113|112|113||
||Panel B: Pa<br>Educ|renting Styles<br>ative Style|that Are P|romoted by the|Mentors (as reporte<br>Emotional St|d by the mento<br>yle|rs)|
||Communication|Learning|Index|Share|Self-Knowledge|Manage|Index|
|||||Feelings||Transitions||
|API Plus|0.178|0.168|0.494|0.049|0.030|0.142|0.194|
||[0.038]|[0.077]|[0.018]|[0.627]|[0.756]|[0.123]|[0.312]|
||_{_0.043_}_|_{_0.091_}_|_{_0.029_}_|_{_0.635_}_|_{_0.753_}_|_{_0.134_}_|_{_0.321_}_|
||(0.074)|(0.075)|(0.043)|(0.843)|(0.843)|(0.308)|(0.558)|
|Observations|107|107|107|107|107|107|107|

_Notes_ : This table shows OLS estimates and the associated _p_ -values of the API _Plus_ modality on survey-based measures of interactions between parents and mentors (Panel A) and the different parenting styles that are promoted by the mentors during their interactions with the parents. For a detailed description of the outcome variables used in this table, see Appendix A.2. _p_ -values reported in brackets refer to the conventional asymptotic inference. _p_ -values reported in braces are computed using randomization inference (randomization- _t_ ). All _p_ -values account for clustering at the school level. _p_ -values reported in parentheses are adjusted for testing the effect of API _Plus_ for the different families of outcomes (quantity and quality of interactions, parenting styles) through the stepwise procedure described in Romano and Wolf (2005a,b, 2016).

the relative contribution of each additional training module, the increase in the quality of the home visits is likely to originate from the mentors’ peer-to-peer sessions, which had the exact role of helping the mentors with enhanced training to communicate more effectively with parents. As mentioned in Section 2.2, these workshops enable interactions and information sharing among the participants, while the extra week of initial training is instead focused on pedagogical practices targeted to children at school. Qualitative evidence seems indeed to corroborate this hypothesis, as summarized by the following quotes from mentors who have participated in the peer-to-peer meetings (see Appendix A.3 for more details):

- _“During the workshops I was told that I should be able to adapt to the context of the community and understand the local living arrangements in order to establish a dialog with the parents without modifying what they conceive as their environment.”_

- _“It was recommended that we pay frequent home visits so as to establish a relationship with the parents and gain their trust.”_

- _“[The workshops] exposed us to effective strategies of other mentors [for_

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