The Missouri Parents as Teachers (PAT) Parent Education Program is a voluntary and universal home visiting program available to all Missouri families who are expecting a child or who have a child ages birth to kindergarten entry. Families participating in the Missouri PAT Parent Education Program receive a variety of family support services, including family personal visits with trained parent educators to develop parent practices and child school readiness. Research indicates that home visiting components of parent education programs support child academic outcomes. However, studies have not extensively examined how variation in participation, including the developmental period of exposure—the child's age upon entry and duration of participation—and number and frequency of home/family visits, is associated with child outcomes. In this study, we used linear probability regression to examine associations between variation in participation in the Missouri PAT Parent Education Program and child third grade proficiency in math and English language arts (ELA) (n = 9777), while controlling for relevant child, parent, family, and school-level factors. We also tested the potential moderating role of family low-income status at enrollment into the program. We found that the number of family personal visits was positively associated with third-grade math and ELA proficiency, whereas no significant findings emerged for developmental period of program exposure. Our findings indicate that increased exposure to the Missouri PAT Parent Education Program was positively associated with third-grade academic achievement for all children, including those from low-income families.

中文翻译：

---

参加密苏里州家长作为教师家长教育计划以及三年级数学和英语语言艺术熟练程度


密苏里州家长教师 （PAT） 家长教育计划是一项自愿和普遍的家访计划，适用于所有即将怀孕或有孩子出生到幼儿园入学的密苏里州家庭。参与密苏里州 PAT 家长教育计划的家庭接受各种家庭支持服务，包括与训练有素的家长教育者进行家庭个人访问，以发展家长实践和儿童入学准备。研究表明，家长教育计划的家访内容支持儿童的学业成绩。然而，研究尚未广泛检查参与的变化，包括暴露的发育期——儿童入学时的年龄和参与持续时间——以及家访/家庭访问的次数和频率，与儿童结局的关系。在这项研究中，我们使用线性概率回归来检查参与密苏里州 PAT 家长教育计划的变化与儿童三年级数学和英语语言艺术熟练程度 （ELA） （n = 9777） 之间的关联，同时控制相关的儿童、父母、家庭和学校层面的因素我们还测试了家庭低收入状况在注册该计划时的潜在调节作用。我们发现家庭个人访问的次数与三年级数学和 ELA 熟练度呈正相关，而对于计划暴露的发展期没有出现显着发现。我们的研究结果表明，增加对密苏里州 PAT 家长教育计划的接触与所有儿童（包括来自低收入家庭的儿童）的三年级学业成绩呈正相关。