ERIC Number: ED337515
Record Type: RIE
Publication Date: 1990-May
Reference Count: 0
Child Care for Parenting Teens: Impact of Program Structure and Student Outcomes on Program Effectiveness.
This study evaluates the Barringer School-Based Child Care Center Project, a program within a traditional Newark (New Jersey) high school designed to provide a comprehensive system of support and services for adolescent parents. The evaluation design uses both qualitative and quantitative methods to describe program structure and implementation, and to evaluate program effectiveness. The study sample includes 15 teenage (15- to 19-year-old students in grades 10 through 12) mothers and their children (ages 6 months to over 30 months) who participated in the program during the 1989-90 school year. Findings indicate that the staff thought that the program's strengths are its multifaceted approach, with a support network and multiple levels of intervention. The staff saw future challenges to include improved classroom performance and prevention of second pregnancies. The following findings are presented: (1) teen parents are not performing well in areas that require them to function within a traditionally structured school day and school curriculum; (2) appropriate parental expectations do not seem to improve with involvement in the program; (3) several of the children are at risk for developmental delays; and (4) attitudes about sex are not easily influenced by formal teaching of sex education information. Statistical data are presented in eight tables. A list of 19 references and a copy of the student questionnaire is appended. (JB)
Descriptors: Administrator Attitudes, Adolescents, Child Rearing, Day Care, Early Parenthood, Family Planning, High School Students, High Schools, Infants, Minority Groups, Mothers, Parenthood Education, Parenting Skills, Program Effectiveness, Program Evaluation, Questionnaires, Services, Toddlers, Urban Schools, Urban Youth, Youth Programs
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Authoring Institution: Newark Board of Education, NJ.
Identifiers: Newark Board of Education NJ