Summary
The Parent Teacher Home Visits model was co-created by parents and educators using the community organizing principles of shared leadership. Participating teachers conduct 30-40 minute home visits in which educators listen, ask questions, and make observations that they can take back to their classrooms to improve instruction for the learner. As a two-visit model, PTHV encourages the first relationship-building visit to occur in the summer or early fall, followed by ongoing communication throughout the year and a second visit that focuses on academics or any other relevant issue to the student or family. The PTHV model has five non-negotiables: visits are voluntary and arranged in advance, teachers are trained and compensated for visits, visits focus on hopes and dreams, educators visit a cross-section of students (not a targeted intervention), educators fo in pairs and reflect
Strategies supporting educational equity (CASEL)
Not available at this time.
Implementation
Below are key implementation details for this program. These specifications help determine if the program is a good fit for your school or organization.
Grade(s)
Pre-K, Elementary (K-5), Middle (6-8), High School (9-12)
Setting
Home
Cost
$6,000 for introductory training and participating teachers are compensated 1-2 hours of extra duty pay per home visit.
# Lessons
None
Program Design
Tier 1 (Universal)
Technology Requirements
For additional information please contact the provider
Staffing Requirements
No additional staffing required
Professional Development
None required
Evidence of Effectiveness
A 2021 study by the Regional Education Laboratory of the Mid-Atlantic at Mathematica used a quasi-experimental study design using matched comparison group propensity scores to investigate the impacts of structured relationship-building teacher home visits conducted in grades 1–5 as part of a family engagement program in the District of Columbia Public Schools. The study found that a home visit before the start of the school year reduced the likelihood of a student having a disciplinary incident in that school year. During the school year following a home visit, 9.27 percent of visited students had a disciplinary incident compared with 12.22 percent of non-visited comparison students (effect size = +0.10), qualifying the program for a Promising rating in the Problem Behaviors category. Although the home visit did not result in any significant differences on ELA scores (effect size = +0.03), it did impact math scores on standardized tests (+0.11), as well as show improvement in student attendance (effect size =+0.02), earning a Promising rating in the Academic category.
Published Studies
Refer to the provided ESSA for the most up-to-date published studies.
McKie, A., Terziev, J., & Gill, B. (2021). Impacts of Home Visits on Students in District of Columbia Public Schools (REL 2022–128). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic.