UPDATES ON THE OAKLAND HOUSEHOLD INTERVIEW 0 KRFOUNDATION.ORG Susan True Marc W. Hernandez, PhD
*The Rainin Foundation has asked NORC at the University of Chicago to help answer 4 questions: 1.Define the key predictors of kindergarten readiness: What skills matter the most? 2. Conduct a literature review of effective practices for children 0-3, 3-5 and K-2 in social emotional development, oral language and literacy and early math: What programs have big impact? 3. Interview 440 Oakland families: What do families do, want, believe and value? 4. Create a Parent Family Community Engagement tool with the National Head Start Assn : How can we make the most of family engagement? *Learn more about these here.
Interviewing Diverse Families from High-Need Areas Across Oakland OUSD environmental stress z-scores mapped within OUSD elementary school boundaries. Colors represent environmental stress (e.g., unemployment, violence, vacancy, etc.) within .5 miles of OUSD elementary schools. Bold circles represent schools within whose boundaries NORC will conduct household interviews. Data courtesy of OUSD.
Child Social-Emotional Development in Context ECE HOME PROVIDERS COMMUNITY
Skill Learning in Context Oral Language & Literacy Math Science
Oral Language and Literacy: Predictive Skills Oral Language: Skill Predictor Predicted Outcome Vocabulary Number of words (productive & Phonological Awareness receptive) Sentence complexity (syntax) Story/Expository comprehension Early reading proficiency Later reading comprehension Fewer problem behaviors Conversation Amount of displaced Vocabulary (decontextualized) talk Early reading proficiency Abstract Reasoning Sentence Complexity Correct word order Early reading proficiency Diversity in complexity Narrative/Exposition Retell Vocabulary Comprehension Early reading proficiency Phonological Awareness Ability to rhyme Alphabet knowledge Alliteration fluency Ability to segment words Spelling Early reading proficiency
Findings from the 2016 Oakland Household Interview
PRODUCTIVE VOCABULARY by National Percentiles 37% of Oakland children scored in the bottom 10th percentile on productive vocabulary As a group, a higher percentage of older children (43%) than younger children (27%) score in the bottom 10 th percentile 50 40 30 20 10 0 1-10 11-20 21-30 31-40 41-50 51-60 61-70 71-80 81-90 91-99
Factors associated with Kindergarten Readiness Parent ACES – Total Top 3 factors: Parent social-emotional well-being - loneliness Child Care – Type (connectedness) Home Literacy Context – Number of Books Parent beliefs about child development - early language input Child Care – Hours/Dosage How frequently a parent reads to their child Parent importance for child to speak their home language Parent social-emotional well-being - perceptions of control Parent behaviors - Regular meal times Parent beliefs about child development - entity mindset Child’s daily TV time Parent beliefs about impact of early learning on later child dev Parent perceptions of work limiting play time with child Frequency of library visits Parent importance for child to understand their home language Parent social-emotional well-being - stress
ECE: Child Care/PreK – Hours/Dosage Children’s vocabularies benefit from 20 or more hours of non-household member child care/PreK 75 65 55 ** Vocabulary Score 45 ** 35 25 H EC 15 O M E E 5 N=39 N=118 N=212 N=80 COMMUNIT Y -5 0 Hours 1 - 19 Hours 20 - 39 Hours 40+ Hours
ECE: Child Care/PreK - Type The type of child care/PreK is associated with child vocabulary 75 65 55 *** Vocabulary Score 45 * 35 25 15 H EC O M E N=104 N=228 N=114 5 E -5 COMMUNIT Y None Home-based Care Center-based Care
HOME: Parent Beliefs about Child Development - Entity Mindset Child vocabulary is associated with parents’ beliefs about whether child outcomes depend mostly on genetics “How smart a baby will become depends mostly on his or her genetics .” 75 65 55 Vocabulary Score 45 35 * 25 H EC O M E 15 E 5 N=54 N=252 N=98 COMMUNIT Y -5 Disagree Neither Agree
HOME: Parent Beliefs about Child Development - Language Child vocabulary is associated with parents’ beliefs about very early language input “Infants learn very little about language in the 1 st 6 months of their life” 75 65 55 Vocabulary Score 45 ** 35 + 25 H EC O M E E 15 COMMUNIT 5 N=20 N=144 N=277 Y -5 Disagree Neither Agree
HOME: Literacy Context – Number of Books Children who had three or more books had bigger vocabularies 75 46% of parents 65 read to their child 55 7 days a week Vocabulary Score 45 ** * 35 25 15 H EC O M E E N=123 N=46 N=262 5 N=19 COMMUNIT -5 Y None 1 to 2 3 to 9 10 or more
HOME: Daily TV Time Amount of child TV-time was negatively associated with child vocabulary H EC O M E E COMMUNIT Y
HOME: Parent Beliefs about Child Development – School Readiness [2 to 6 year olds only ] There was no association between parent perceptions of child school readiness and child vocabulary H EC O M E How prepared is your child for kindergarten or PreK? E COMMUNIT Y Academic Social 75 75 65 65 55 55 Vocabulary Score Vocabulary Score 45 45 35 35 25 25 15 15 5 5 N=132 N=85 N=102 N=116 N=22 N=22 Not at all prepared Somewhat prepared Not at all prepared Somewhat prepared -5 -5 Very prepared Very prepared
HOME: Parent Social-Emotional Well-being – Control Parents’ perceived control of their life circumstances was positively associated with child vocabulary* H E O C M E E COMMUN ITY
HOME: Parent Adverse Childhood Experiences (ACES) 42% of parents reported never having experienced an ACE The number of parent ACES was positively associated with child vocabulary*** H E O C M E E COMMU NITY
Non-significant Findings HOME: Parent Beliefs about Child Development – Language 99% of parents think it is important that their child understands their home language 96% of parents think it is important that their child speaks their home language HOME: Parent Behaviors – Routines 59% of households have a meal together with their child 7 days a week 52% of households have a meal served at a regular time 7 days a week HOME: Parent Behaviors – Work and Play 17% of parents reported that their work schedule or other commitments limited play time with their child HOME: Parent Social-Emotional Well-being Parent perceived stress was not associated with child vocabulary Parent perceived loneliness was not associated with child vocabulary COMMUNITY: Library Visits 57% of parents reporting going to the local library in the last year 69% of these parents reported going to the local library at least several times a month
Families’ ECE Experiences
ECE Search Priorities Child Social-Emotional Development 90% of parents said it was very important that the ECE provider help their child learn to get along with other children Child School Readiness 84% of parents said it was very important that the ECE provider help their child be ready to learn in school ECE Provider Affordability 78% of parents said affordability was a very important consideration when searching for an ECE provider ECE Flexibility 77% of parents said ECE provider flexibility was a very important consideration when searching for a provider
ECE Search Priorities Reasons for Searching for an ECE Provider More families search for an ECE provider as their child ages When parents choose to search for ECE providers, their most common reason is to enable them to work As children age, parents begin to prioritize enrichment of their child’s educational or social development 80% 70% 60% 50% 40% 30% 20% 10% 0% Infants Toddlers PreK Never Searched Work Child Enrichment
ECE Provider Costs Charged for ECE Services A higher percentage of families are charged for ECE services for infants (50%) and toddlers (46%), than preschoolers (33%) A higher percentage of White (52%) and Asian (52%) families are charged for ECE services than Black (33%) and Hispanic (38%) families Use Vouchers for ECE Services Families rarely reported using vouchers to pay for ECE service, though Black families reported using vouchers (14%) at twice the rate of all other Race/Ethnicities (7%) Use Non- monetary “Payment” for ECE Services 12% of families reported giving something other than money in exchange for ECE services Use a Free ECE Provider (e.g., Head Start) The percentage of families who receive free ECE services increased with child age – infants 0%, toddlers 9%, preschoolers 37%
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