Table 4.
Features of Omnibus and Original Home-Visiting Programs
| Omnibus Programs |
Pioneering Home-Visiting Programs |
|||
|---|---|---|---|---|
| Perry | Jamaica | Preparing for Life | ||
| Panel a. Features | ||||
| Setting | Ypsilanti, Michigan | Chapel Hill, North Carolina | Poor neighborhoods in Kingston, Jamaica | Disadvantaged neighborhoods of Dublin, Ireland |
|
| ||||
| Year of program start | 1962 | 1972 | 1986–1987 | 2008 |
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| ||||
| Annual cost per child participant | 9,391 (2021 USD) | 21,106 (2021 USD) | 862 (2021 USD) | 2,363 (2021 USD) |
|
| ||||
| Sample at baseline | 65 control; 58 treatment | 56 control; 58 treatment | 65 control; 64 treatment | 118 control; 115 treatment |
|
| ||||
| Socioeconomic characteristics of participants | Disadvantage by several measures, which determined eligibility | Disadvantage by several measures, which determined eligibility | Generally disadvantaged; all child participants were stunted at baseline | Generally disadvantaged (high unemployment, low levels of education) |
|
| ||||
| Child age at start of program | 3 years | 0 (program started at birth) | 9 to 24 months | When mothers pregnant |
|
| ||||
| Program duration | 2 years | 5 years | 2 years | 5 years |
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| ||||
| Education of home visitors | College or teaching degree | No visits were implemented. Staff in childcare centers were a mix of HS graduates and education-certified staff | All had at least secondary education | All had a college degree |
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| ||||
| Experience required for home visitors | Most staff had certification or experience in education | Education-certified staff was present in childcare centers | None; received 8 weeks of mandatory training on child development | Intensive two-day initial training on program manual and child-development matters. Follow-up to this training throughout the following six months. |
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| Education of mothers at baseline | Most mothers did not have high school completed | Most mothers did not have high school completed | Only 24% had more than 9 years of education | Relatively low; 30% had less than 16 years |
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| ||||
| Frequency of home visits | Weekly during the school year; one-hour per session | No visits were implemented | Weekly; one-hour per session | Fortnightly; one-hour per session |
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| Panel b. Home-Environment Measures | ||||
| Child age at measurement | 0.5 to 4.5 | 3 to 5 | Not available | 3, 5, and 9 |
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| Measures available | Parental Attitude Research Instrument | HOME Inventory | Age 3: HOME inventory; Age 5: home learning-environment index; Age 9: parent-involvement index | |
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| Panel c. Very Early-Life Skill Measures | ||||
| Child age at measurement | 5 | 5 | 3 to 4 | 3 and 5 |
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| Measures available | Cognition: Stanford-Binet IQ Test; Non-cognitive: not available | Cognition: Stanford-Binet IQ | Test; Non-cognitive: not available Cognitive: Griffith Mental Development Scale (performance scale) Non-Cognitive: not available | Cognitive (5): BAS (spatial, pictorial, verbal sections). Non-Cognitive (3 and 5): internalizing, externalizing, pro-social, and peer problem behavior inventories |
|
| ||||
| Panel d. Early-Life Skill Measures | ||||
| Child age at measurement | 7 to 9 | 7 to 9 | 7 to 8 and 11 to 12 | 9 |
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| ||||
| Measures available | Cognition: Stanford-Binet IQ Test; Non-cognitive: Problem Solving Inventory (externalizing behavior) | Cognition: McCarthy Scale of Children’s Abilities; Non-cognitive: not available | Cognition: Stanford-Binet IQ Test (age 7 to 8) and Wechsler Intelligence Scale for Children (11 to 12) | Cognition: BAS Test (spatial, pictorial, verbal sections). Non-cognitive: internalizing, externalizing, pro-social, and peer problem behavior inventories |
Sources: Section 3 for Perry and . Doyle (2016), Doyle (2020), and Doyle (2021) for PFL. Grantham-McGregor et al. (1997), Walker et al. (2000), Walker et al. (2005), Walker et al. (2011), Gertler et al. (2014), Heckman et al. (2020), Gertler et al. (2021), and Walker et al. (2022) for Jamaica.