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Involving Parents in their Children’s Education- FCAP
Last registered on October 06, 2014

Pre-Trial

Trial Information
General Information
Title
Involving Parents in their Children’s Education- FCAP
RCT ID
AEARCTR-0000200
Initial registration date
October 06, 2014
Last updated
October 06, 2014 1:20 PM EDT
Location(s)
Region
Primary Investigator
Affiliation
PUC-Chile
Other Primary Investigator(s)
PI Affiliation
JPAL
Additional Trial Information
Status
On going
Start date
2012-05-07
End date
2016-12-31
Secondary IDs
Abstract
There is wide agreement regarding the importance of (broadly defined) family characteristics for children and youth's behavior, with a strong emphasis in what regards to academic achievement, but there are few papers that have studied the mechanisms that support this relation. This study aims to test one of the potencial mechanisms, parental involvement, through the impact evaluation of a program in Chile (Programa Aprender en Familia). The program aims to increase parental involvement by focusing in the school, by working out norms and attitudes toward a better relation with the families, and in parents, through teaching sessions with the aim of improving parenting skills. The experimental evaluation design will allow us to isolate the causal effect of the program on parental involvement and children's cognitive and non-cognitive skills.
External Link(s)
Registration Citation
Citation
Gallego, Francisco and Francisco Gallego. 2014. "Involving Parents in their Children’s Education- FCAP." AEA RCT Registry. October 06. https://doi.org/10.1257/rct.200-1.0.
Former Citation
Gallego, Francisco and Francisco Gallego. 2014. "Involving Parents in their Children’s Education- FCAP." AEA RCT Registry. October 06. https://www.socialscienceregistry.org/trials/200/history/2814.
Sponsors & Partners

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Experimental Details
Interventions
Intervention(s)
Intervention Start Date
2012-07-01
Intervention End Date
2015-12-01
Primary Outcomes
Primary Outcomes (end points)
Parent's and student's outcomes.
Primary Outcomes (explanation)
Parental Involvement (attendance to parents-teacher meetings, parental style and family relationships, parental educational support), student's non-cognitive skills (self esteem, attentional, behavioral, and emotional/mental health problems, risky behaviors), student's cognitive skills (academic achievement in SIMCE and comprehensivre reading test).
Secondary Outcomes
Secondary Outcomes (end points)
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
The intervention has randomly assigned 26 of 63 schools to receive the program; the remaining 37 schools serve as comparison group. Measurements will be implemented as a baseline (before the program starts), within the program’s second year and after the third year (when the program officially finishes).
Experimental Design Details
Randomization Method
Public Lottery.
Randomization Unit
School
Was the treatment clustered?
Yes
Experiment Characteristics
Sample size: planned number of clusters
63 schools
Sample size: planned number of observations
21000 students aprox
Sample size (or number of clusters) by treatment arms
26 schools treatment, 37 schools control
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
Post-Trial
Post Trial Information
Study Withdrawal
Intervention
Is the intervention completed?
No
Is data collection complete?
Data Publication
Data Publication
Is public data available?
No
Program Files
Program Files
Reports and Papers
Preliminary Reports
Relevant Papers