National Institute for Literacy (NIFL) - Even Start Family Literacy Program

National Even Start Family Literacy Program

Two types of evaluation of Even Start projects are required by law: an independent local evaluation arranged for by each project and a national evaluation conducted by the U.S. Department of Education. The second national evaluation of Even Start (1994-97) assessed programmatic and participant progress through two chief strategies: one was to collect information on all projects about all participants (the Universe Study) and the second strategy (the Sample Study) was to collect more detailed educational and developmental outcome data on a subset of participants from approximately 10% of the Universe Study.

From the National Evaluation of The Even Start Family Literacy Program done in 1996-97:

45% were two-parent families;
37% were single-parent families; and
16% were extended families.
(Tao, p35, Exhibit 3.5)

43% relied primarily on government assistance for income;
49% on wages from a job; and
8% on alimony or other sources of income.
(Tao, p38, Exhibit 3.7)

2% had no schooling;
13% had completed grades 1-6;
30% had completed grades 7-9;
42% had completed grades 10-12;
9% had a high school diploma/GED; and
5% had some college education/degree.
(Tao, p41, Exhibit 3.11)

56% for the adult education component;
19% for early childhood education;
14% for parenting education; and
11% for parent self improvement.
(Tao, p56, Exhibit 3.21)

390 hours in beginning ABE ;
412 hours in intermediate ABE;
430 hours in ASE/GED preparation;
335 hours in ESL; and
196 hours in parenting education.
(Tao, p82, Exhibit 5.4)

588 hours at ages 6 and 7;
553 hours at age 5;
554 hours at ages 3 and 4; and
406 hours under age 3.
(Tao, p83, Exhibit 5.5)

Kenan Family Literacy Approach,
High/Scope Curriculum,
Parents as Teachers (PAT), and
The Head Start program.

10-22% of the projects used other methods including:

Systematic Training for Effective Parenting (STEP/PECES),
Bowdoin Method, Parents as Partners in Reading, Parent and Child Education (PACE),
Portage Home Teaching, and
Home Instruction Program for Preschool Youngsters (HIPPY) Curriculum.
(Tao, p89)

68% in the beginning adult education programs;
75% in the intermediate programs;
73% in the secondary/GED programs; and
55% in the ESL programs

65% in the beginning adult education programs;
75% in the intermediate programs;
74% in the secondary/GED programs; and
49% in the ESL programs.

40% in the beginning adult education programs;
58% in the intermediate programs;
69% in the secondary/GED programs; and
39% in the ESL programs.
(Tao, p91, Exhibit 5.9)

93% building parents' self-esteem;
85% addressed building parent life skills;
83% good health and nutrition practices;
81% knowledge of community and social services; and
69% knowledge of vocational and educational services.
(Tao, p92, Exhibit 5.10)

93% provided reading, storytelling, and pre-reading;
90% provided language development;
89% provided social development;
81% provided health and nutrition;
81% provided self-discipline and self-help skills;
80% provided arts and crafts;
77% provided gross motor activities;
76% provided early academic skills;
75% provided sensory stimulation;
66% conducted activities selected and led by the child;
61% provided working with numbers;
51% provided working with letters and writing; and
29% offered computer activities.
(Tao, p94, Exhibit 5.12)

92% provided child care;
71% provided home-based and center-based instruction; and
54% provided day and evening or weekend instruction.
(Tao, p100, Exhibit 5.17)

139 hours for teen parents;
89 hours for parents aged 20-29;
93 hours for parents aged 30-39; and
95 hours for parents aged 40 or more.
(Tao, p109, Exhibit 6.5)

41% participated for two years;
59% exited within the first year of enrollment.
(Tao, p120)

7% of families exited the program because they met their educational goals;
6% exited because they found employment;
9% exited due to a lack of interest or poor attendance;
7% exited due to a family crisis or conflict;
1% switched programs;
7% moved;
7% exited for unknown reasons.
(Tao, p123, Exhibit 6.13)

19% of families who enrolled in Even Start had annual incomes below $3,000;
22% had incomes of $3,000-$5,999;
15% had $6,000-$8,999;
14% had $9,000-$11,999;
11% had $12,000-$14,999;
9% had $15,000-$19,999;
6% had $20,000-$25,000; and
4% had more than $25,000.
(Tao, p37, Exhibit 3.6)

Among new enrollees in Even Start projects:

62% of parents aged less than 20 received government assistance;
52% aged 20-29;
39% aged 30-39; and
42% aged 40 or more.
(Tao, p39, Exhibit 3.9)

Among Even Start project sites that used additional criteria for recruiting families:

88% targeted parents who had not completed high school;
75% children ages 3-5;
62% single parents;
62% children ages 0-2;
55% families that reside in the area;
54% recent immigrants or adults with limited English proficiency;
58% teen parents;
41% families with income below a specified level;
47% child already enrolled in early childhood education; and
39% parents already enrolled in adult education.
(Tao, p78, Exhibit 5.1)

76% of Even Start project sites used word of mouth "a great deal" for recruiting families;
67% used collaborating agencies;
53% used community agency referrals;
50% used posters or flyers;
47% used public school referrals;
42% used Head Start referrals;
37% used home visits;
35% visited community agencies;
34% used telephone contact;
19% used walking to the neighborhood;
16% used targeted mailings;
15% used mass media;
31% used other means.
(Tao, p79, Exhibit 5.2)

68% of Even Start project sites incorporated life skills training in the beginning adult education programs;
75% in the intermediate programs;
73% in the secondary/GED programs; and
55% in the ESL programs
(Tao, p91, Exhibit 5.9)

65% of Even Start project sites incorporated parenting training in the beginning adult education programs;
75% in the intermediate programs;
74% in the secondary/GED programs; and
49% in the ESL programs.

40% of Even Start project sites incorporated vocational training in the beginning adult education programs;
58% in the intermediate programs;
69% in the secondary/GED programs; and
39% in the ESL programs.
(Tao, p91, Exhibit 5.9)

92% of Even Start project sites addressed the development of child's language and thinking;
91% the application of child development principles;
89% ensuring child safety and well-being;
89% development of child's social skills;
83% managing child's behavior;
82% developing child's motor skills;
65% preparing child for school routines;
55% using TV or outings for instruction;
51% assisting with homework and building on instructional activities.
(Tao, p92, Exhibit 5.10)

On average, Even Start project sites offered 8.1 hours per month of parent-child joint activities in a center or classroom setting;
5.3 hours in field trips, meals, or social functions;
2.9 hours in home visits.
(Tao, p94, Exhibit 5.11)

78% of Even Start projects integrated parenting and early childhood education curricula by conducting activities involving the whole family;
58% by providing activities in the same setting;
54% by providing the same or parallel activities; and
47% by using the same instructors.

71% of Even Start projects integrated parenting and adult education curricula by conducting activities involving the whole family;
67% by providing activities in the same setting;
42% by providing the same or parallel activities; and
42% by using the same instructors.

63% of Even Start projects integrated adult and early childhood education curricula by conducting activities involving the whole family;
43% by providing activities in the same setting;
30% by providing the same or parallel activities; and
26% by using the same instructors.
(Tao, p95, Exhibit 5.13)

54% of Even Start parents received assistance with child care;
46% assistance with transportation;
43% assistance with meals;
39% assistance with family support;
36% assistance with social services;
28% assistance with health care, referrals, and screening;
21% employment assistance; and
16% translator and interpretation assistance.
(Tao, p99, Exhibit 5.16)

1% of children aged 0-2 participated in Even Start early childhood education programs coordinated with compulsory schooling;
6% of children aged 3-4;
46% aged 5;
66% aged 6-7; and
47% aged 8 or older.

44% of children aged 0-2 participated in Even Start individualized home-based early childhood education programs;
39% of children aged 3-4;
32% aged 5;
27% aged 6-7; and
23% aged 8 or older.

42% of children aged 0-2 participated in Even Start organized center-based early childhood education programs;
65% of children aged 3-4;
41% aged 5;
19% aged 6-7; and
16% aged 8 or older.

29% of children aged 0-2 participated in Even Start early childhood education programs in day care with an educational component;
20% of children aged 3-4;
11% aged 5;
7% aged 6-7; and
6% aged 8 or older.

1% of children aged 0-2 participated in early childhood education programs in Even Start services for school-age children;
3% of children aged 3-4;
10% aged 5;
16% aged 6-7; and
20% aged 8 or older.
(Tao, p112, Exhibit 6.7)

37.4% of adults participating in Even Start projects did not have the GED as a personal goal;
45.2% were working toward the GED;
6.6% had taken part of the GED test; and
10.8% had obtained a GED since participating in the project.
(Tao, p162, Exhibit 7.15)

10.0% of adults in the Even Start projects were employed at the beginning and the end of the year;
49.4% were not employed at the beginning and end of the year; and
24.8% were not employed at the beginning of the year, but employed at the end of the year.
(Tao, p163, Exhibit 7.16)

62% of all families who enrolled in new and continuing Even Start projects in 1994-95 exited within the first year of enrollment;
21% participated for two years; and
17% participated for three years.

59% of new families who enrolled in new and continuing Even Start projects in 1995-96 exited within the first year of enrollment;
41% participated for two years.
(Tao, p120, Exhibit 6.11)