A new study by Steven Sheldon and Sol Bee Jung from Johns Hopkins School of Education examines Parent Teacher Home Visits (PTHV), a strategy for engaging educators and families as a team to support pupil achievement. The PTHV model has three main components: (1) an initial visit in the summer or autumn in which educators focus on getting to know the pupil and the family, (2) ongoing two-way conversation during the school year, and (3) a second visit in the winter or spring with a focus on how to support the child academically.
Four large urban districts from across the US participated in the study. From each district, the researchers requested pupil-level data about demographic characteristics (eg, gender, race) and pupil outcomes (eg, attendance and standardised test performance). Additionally, districts were asked to provide data about the implementation of PTHV in their schools.
Key findings of the study were as follows:
- On average, schools that systematically implemented PTHV experienced decreased rates of pupil chronic absenteeism and increased rates of pupil English language and maths proficiency, as measured on state assessments.
- Pupils whose families participated in a home visit were less likely to be chronically absent than pupils whose families did not participate.
- For pupils, attending a school that was implementing home visits with at least 10% of pupils’ families was associated with a decreased likelihood of being chronically absent.
- For pupils, attending a school that was implementing home visits with at least 10% of pupils’ families was associated with an increased likelihood of scoring at or above proficiency on standardised English language assessments.
Source: Student outcomes and parent Year 3 evaluation teacher home visits (November 1018), Johns Hopkins University