Our evaluation findings were included in a report that was submitted to the school administration and the Board of Commissioners. It was hoped that in-depth, qualitative data on perceptions of impact of the homework and parent training would serve to reduce administrators' uncertainty about the value of the curriculum supplements. What follows is an overview of this effort, including our initial strategies, the impediments we encountered, our midcourse corrections and the eventual outcome, which—despite many difficulties—had an unexpected level of impact. These parents said they used the assignments as a "screening process" to monitor what was being discussed in the classroom and to add their beliefs and family values to that instruction. A second problem was that the school administrators determined which schools would participate in the study and the experimental condition to which each school was assigned. Although school officials were well aware of the needs presented by the research design, we were unable to influence either the selection of schools or their assignment to experimental or control status. Such work can yield useful information that can alleviate uncertainty among school administrators about these programs. Participants can complete a password-protected survey only once. Assignments for each grade level were designed to enhance the curriculum, as well as to promote parent-child discussions of subjects related to family life and human sexuality.
Introduction The vast majority of Americans support comprehensive sex education in public schools [ 1 — 4 ]. Attendance by teachers was low, and attempts to hold additional focus groups for the nonattending teachers were hampered by their loss to follow-up when the project ended with the academic school year. The two remaining teachers failed to complete their journals. When the school administrators received positive feedback from these surveys, they decided to expand the use of the homework supplement throughout the system and at all grade levels. Survey responses are confidential; personally identifying information is never revealed to clients or other external parties without explicit respondent approval and a client-signed nondisclosure agreement. The curriculum supplement used in the experimental classes consisted of homework designed to be completed by the student and one or both parents. These consisted of a item survey for students in grades and a item survey for students in grades As had been done in discussions with parents, the moderator described the homework assignments and prompted discussion of their use. Background In , the Memphis City Schools developed and implemented the Family Life Curriculum, a knowledge- and skills-based sexuality education program designed for students from kindergarten through 12th grade with the stated purpose of reducing the high adolescent pregnancy rate. In other words, we should have set more firmly the conditions under which we were willing to undertake the project. A major setback in the project occurred when, just prior to the first scheduled student survey, the Board of Commissioners voted, after a brief discussion, not to allow the distribution of any survey instrument to the children in the study. Only parent data were analyzed for this study. The survey was conducted online although, as noted previously, the panel was recruited using random digit dialing and address based sampling. Specifically, we recommended that a pilot study be conducted to test the efficacy of adding two supplements to the curriculum: State-specific data available from Minnesota, California, North Carolina, South Carolina, Delaware, Florida, Kansas and Indiana demonstrates support for including information on birth control and condoms in sex education [ 1 , 7 — 8 ]. The result was that all data were postintervention, thereby precluding any assessment of the initial comparability of the participants. Twenty-four parents attended one of six focus-group discussions. These data suggest, not surprisingly, that gaining the support of the teachers is a key determinant of the success of this type of program. Abstract More than 93 percent of parents place high importance on sex education in both middle and high school. Each assignment included a parent's sign-off sheet indicating that the parent and child had completed the assignment together. Received Jul 28; Accepted Jun 9. We then examined the sample size in each of remaining six discriminations and found each had at least individuals. We used a item survey to probe parents for their attitudes concerning the family life curriculum and to assess various aspects of parent-child communication. Five parents rated the workshop as "very valuable," seven rated it as "valuable" and six parents rated it as "somewhat valuable. For the other two factors, t-tests showed no significant differences between parent groups.
Video about studies on parents and sex education:
Sex Education: Last Week Tonight with John Oliver (HBO)
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