Back to programs
Icon
Family Engagement grades studied

1-5

Parent Teacher Home Visits

Essa Rating
promising
No. Studies
1
No. Students
1326
Average Effect Size
+0.07
Essa Rating
promising
No. Studies
1
No. Students
3996
Average Effect Size
+0.07
Essa Rating
promising
No. Studies
1
No. Students
3996
Average Effect Size
+0.10

Program Description

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 go in pairs and reflect

Program Outcomes

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. During the school year following a home visit, the study found that, on average, a home visit significantly improved student attendance slightly (ES = +0.02). The attendance rate averaged 95.28 percent for visited students and 94.93 percent for nonvisited comparison students. The study also found significant improvements in math scores on standardized tests (ES = +0.11), although no difference in ELA scores. Finally, results showed 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).

Staffing Requirements

No additional staffing required.

Professional Development/Training

None required.

Technology

None required.