NCT06197997

Brief Summary

Purpose of this study is to test the effectiveness and implementation of an evidence-based parenting intervention for improving parenting and school outcomes in a sample of 4-5-year-old children enrolled in public prekindergarten (PreK) programs in Maryland.

Trial Health

77
On Track

Trial Health Score

Automated assessment based on enrollment pace, timeline, and geographic reach

Enrollment
840

participants targeted

Target at P75+ for not_applicable

Timeline
27mo left

Started Sep 2024

Longer than P75 for not_applicable

Geographic Reach
1 country

2 active sites

Status
recruiting

Health score is calculated from publicly available data and should be used for screening purposes only.

Trial Relationships

Click on a node to explore related trials.

Study Timeline

Key milestones and dates

Study Progress44%
Sep 2024Jun 2028

First Submitted

Initial submission to the registry

December 7, 2023

Completed
1 month until next milestone

First Posted

Study publicly available on registry

January 10, 2024

Completed
8 months until next milestone

Study Start

First participant enrolled

September 1, 2024

Completed
3.8 years until next milestone

Primary Completion

Last participant's last visit for primary outcome

June 30, 2028

Expected
Same day until next milestone

Study Completion

Last participant's last visit for all outcomes

June 30, 2028

Last Updated

March 9, 2026

Status Verified

March 1, 2026

Enrollment Period

3.8 years

First QC Date

December 7, 2023

Last Update Submit

March 6, 2026

Conditions

ParentingParenting Intervention

Keywords

ParentingChicago Parent ProgramCPP

Outcome Measures

Primary Outcomes (8)

  • Social-behavioral readiness as assessed by the social-behavioral domain of the Kindergarten Readiness Assessment (KRA).

    School district's measure of children's social-behavioral readiness to learn at kindergarten entry. Kindergarten Readiness Assessment (KRA) assesses 4 domains of readiness. Domain scores range from 202-298. Higher score is a better outcome.

    1-year follow-up

  • Percentage of children who reported chronic absence

    Percent of children missing 10% or more school days during the kindergarten year. Data will be collected on number of days the school district records the students as absent from school.

    1 year

  • Percentage of children who retained in grade

    Percentage of children retained in kindergarten for another year. Data will be collected based on report from the school district on whether child was retained.

    1 year

  • Social Competence and Behavior Evaluation (SCBE-30) score (Teacher Version)

    change in measures of children's behavior and social-emotional skills from perspective of teachers. Teachers complete the Social Competence and Behavior Evaluation (SCBE-30). Teacher version contains 3 sub scales of 10 items each. Subscale scores range from 10- 60. Higher scores indicate higher levels of social competence.

    Baseline, post-intervention up to 4 months, post-intervention up to 8 months, 1-year follow-up

  • Social Competence and Behavior Evaluation (SCBE-30) score (Parent Version)

    change in measures of children's behavior and social-emotional skills from perspective of parents. Parent version of the SCBE-30 contains 3 sub scales of 10 items each. Subscale scores range from 10- 60. Higher scores indicate higher levels of social competence.

    Baseline, post-intervention up to 4 months, post-intervention up to 8 months, 1-year follow-up

  • Eyberg Child Behavior Inventory (ECBI) score

    change in child behavior problems on the Eyberg Child Behavior Inventory (ECBI) ECBI contains two sub scales of 36 items each; Intensity Scale scores can range from 36-252; Problem Scale scores can range from 0-36. Higher scores indicate worse outcomes.

    Baseline, post-intervention up to 4 months, post-intervention up to 8 months, 1-year follow-up

  • Parent engagement as assessed by the Parent-Teacher Involvement Questionnaire

    change in measures of parent's engagement in their children's early education from the perspective of teachers. Teachers will compete a 7-item measure of parent engagement from the Parent-Teacher Involvement Questionnaire. Scores range from 7-35. Higher scores indicate more parental involvement.

    Baseline, post-intervention up to 4 months, post-intervention up to 8 months, 1-year follow-up

  • Parent engagement as assessed by the Parent Engagement in Early Childhood Education (PEECE) Survey

    change in measure of parent engagement on the Parent Engagement in Early Childhood Education (PEECE) Survey, a 25-item measure of parent engagement. Scores can range from 25-100. Higher scores indicate higher involvement.

    Baseline, post-intervention up to 4 months, post-intervention up to 8 months, 1-year follow-up

Secondary Outcomes (16)

  • Total kindergarten readiness score

    1 year

  • Parenting skills as assessed by the Parenting Questionnaire

    Baseline, post-intervention up to 3 months, 1-year follow-up

  • Social connectedness as assessed by Intervention Group Environment Scale

    post-intervention up to 4 months

  • Parent Satisfaction as assessed by the Chicago Parent Program Satisfaction form

    Post-intervention up to 4 months

  • CPP Reach as assessed by percent of eligible parents enrolled

    At baseline

  • +11 more secondary outcomes

Other Outcomes (1)

  • Cost-effectiveness

    Post-intervention up to 3 months

Study Arms (2)

Title 1 schools receive the Chicago Parent Program intervention

EXPERIMENTAL

The experimental group from Title 1 or Community Schools across two Maryland school districts (Baltimore City Public Schools and Cecil County Public Schools) will receive the Chicago Parent Program intervention.

Behavioral: Chicago Parent Program (CPP)

Title 1 schools receive the usual school practice

NO INTERVENTION

The control group from Title 1 or Community Schools across two Maryland school districts (Baltimore City Public Schools and Cecil County Public Schools) will receive the usual school practice.

Interventions

Chicago Parent Program (CPP)BEHAVIORAL

The Chicago Parent Program (CPP) is a 12-session group-based parenting intervention designed to strengthen parenting skills and parent engagement in children's learning and improve children's social-emotional and behavioral competence.

Title 1 schools receive the Chicago Parent Program intervention

Eligibility Criteria

Age18 Years+
Sexall
Healthy VolunteersYes
Age GroupsAdult (18-64), Older Adult (65+)

You may qualify if:

  • Public school or Community School in Baltimore City, Cecil County, or Harford County serving at least 40% of students meeting eligibility for low-income or located in a community designated as high need by the Maryland State Department of Education based on a score of 0.6 on the Center for Disease Control Social Vulnerability Index:
  • has at least 1 full-day public PreK classroom with 20+ students;
  • school has not offered CPP in the prior 3 years;
  • principal consents to being randomized and participate for 2 years;
  • principal consents to study team recruiting parents, teachers, and staff to participate in the study.
  • PreK Parents:
  • Parent (biological, step, adoptive, foster), grandparent, or legal guardian of 4-5 year old student enrolled in participating PreK program;
  • + yrs;
  • speaks English or Spanish;
  • consents to allowing access child's school identification.
  • Teachers:
  • PreK or K teacher in classroom of student of participating parent;
  • consents to completing study surveys.
  • CPP Group Leaders:
  • completes CPP group leader training
  • +6 more criteria

You may not qualify if:

  • Principal cannot commit staff to offering CPP groups
  • school previously offered CPP in prior 3 years
  • school located in a geographic area with less than 80% connectivity
  • PreK Parents previously participated in CPP
  • Teachers: teacher also a participating parent or CPP group leader
  • School-based personnel: Principal, teacher, or other school-based staff is a study parent

Contact the study team to confirm eligibility.

Sponsors & Collaborators

Study Sites (2)

Johns Hopkins School of Nursing

Baltimore, Maryland, 21205, United States

RECRUITING

Johns Hopkins University

Baltimore, Maryland, 21205, United States

NOT YET RECRUITING

Related Publications (1)

  • Gross D, Breitenstein SM, Jeon L, Perrin N, Shen K, Bettencourt AF. Resilient, engaged and connected (REC) study: protocol for a type 2 cluster-randomised trial of the Chicago Parent Program in prekindergarten in low-income urban and rural communities. BMJ Open. 2025 Apr 17;15(4):e099204. doi: 10.1136/bmjopen-2025-099204.

    PMID: 40246571DERIVED

Study Officials

  • Deborah Gross, DNSc

    JHU School Of Nursing

    PRINCIPAL INVESTIGATOR

Central Study Contacts

Deborah Gross, DNSc

CONTACT

410-614-5311debgross@jhu.edu

Amie F Bettencourt, PhD

CONTACT

410-955-8021abetten3@jhu.edu

Study Design

Study Type
interventional
Phase
not applicable
Allocation
RANDOMIZED
Masking
NONE
Purpose
PREVENTION
Intervention Model
PARALLEL
Model Details: The Chicago Parent Program (CPP) is a 12-session group-based parenting intervention designed to strengthen parenting skills and parent engagement in children's learning and improve children's social-emotional and behavioral competence.
Sponsor Type
OTHER
Responsible Party
SPONSOR

Study Record Dates

First Submitted

December 7, 2023

First Posted

January 10, 2024

Study Start

September 1, 2024

Primary Completion (Estimated)

June 30, 2028

Study Completion (Estimated)

June 30, 2028

Last Updated

March 9, 2026

Record last verified: 2026-03

Data Sharing

IPD Sharing
Will share

Parent and teacher de-identified survey data will be available for limited data sharing. Interview and fidelity data will not be shared due to difficulties fully de-identifying the transcripts. Student administrative data will not be shared due to data sharing restrictions associated with the Family Educational Rights and Privacy Act.

Shared Documents
STUDY PROTOCOL
Time Frame
At the conclusion of the study

Locations

US(2)