ParentChild+ Inc.

Equal Possibilities From The Start

New York, NY   |

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ParentChild+ uses education to break the cycle of poverty for low-income families. We engage early in life and help toddlers, their parents, and their family child care providers access a path to possibility. What we provide isn’t just early literacy, it is early opportunity. For families living in underserved communities, we are a first step on the ladder to success. Their personal booster club. It isn’t as easy as ABC. It is hard work. It is crucial work. What gets us up each morning is the thought that for every child for whom we help level the playing field, the equity gap closes a bit more and the possibilities and opportunities expand. Our mission is urgent. Join us in ensuring that all of our children have equal possibilities from the start.

Ruling year info



Sarah Walzer

Main address

242 West 30th Street suite 1100

New York, NY 10001 USA

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Formerly known as

The Mother-Child Home Program

The Verbal Interaction Project

Parent-Child Home Program



NTEE code info

Educational Services and Schools - Other (B90)

Family Services (P40)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

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Programs and results

What we aim to solve

SOURCE: Self-reported by organization

The intractable "achievement gap" continues to be the nation's most critical education challenge. A majority of the 5 million children in the U.S. living in low-income families are unprepared for pre-k or kindergarten and enter school significantly behind their middle/higher income peers. When they reach kindergarten, low-income children have less than two age-appropriate books in their homes, and have had only 25 hours of 1-on-1 reading time compared to the over 1,100 hours middle-income children receive. In fact, the gap emerges well before kindergarten. By the time low-income children are three, they have heard 30 million fewer words than their middle-income peers. Research shows that daily reading and regular conversation with a caring adult are the foundation of school success, without this extensive exposure to language, reading materials, and conversation, children enter school behind are likely to remain behind, and they are more likely to drop out of school.

Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

The ParentChild+Core Model

Our Core Model is as simple as it is effective.

An early learning specialist, who lives or has worked in the neighborhood and shares a language and cultural background with the family, arrives at their front door bearing books and educational toys. They are welcomed inside where they sit with the child and parent and engage in a fun and engaging educational experience. Our specialists model engaging and educational activities for parents and children together, and then support parents as they take on the role of their children’s first teachers. The visits are a half-hour, twice-a- week over two program cycles.

Over the course of the program, families share a love of learning and experience success that will last a lifetime and will change their lives.

Population(s) Served

Family child care, or home-based care, provided in the community is often the most available, convenient, and child care option. Family child care is frequently relied upon by low-income families, yet providers often lack the resources, skills, and expertise to support early childhood development and school readiness.

Family child care providers work very long hours for little pay and often have limited access to quality training and professional development opportunities that are affordable, convenient, and relevant to their daily work environment.
High-quality care from a well-trained and supported family care provider can help level the playing field for low-income children who might otherwise enter school unprepared to succeed, and can ensure that all children have equal possibilities from the start.

Population(s) Served

Where we work


“A Program That Works” 1978

The Joint Dissemination Review Panel, National Institute of Education, U.S. Office of Education

“Educational Program That Works” 1996

National Diffusion Network (US Dept. of Education)

Promising Research Evidence 2008

California Evidenced-Based Clearinghouse for Child Welfare

Evidence-Based Home Visiting Program 2007

The Washington Council for Children and Families

Promising Program that Works 2012

Rand's Promising Practices Network

Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Number of program graduates

This metric is no longer tracked.
Totals By Year
Population(s) Served

Infants and toddlers

Type of Metric

Output - describing our activities and reach

Direction of Success


Context Notes

This is the total number of children reached in both the Core One-on-One Model and the Home Based Child Care Model.

Number of books distributed

This metric is no longer tracked.
Totals By Year
Population(s) Served

Infants and toddlers

Type of Metric

Output - describing our activities and reach

Direction of Success


Context Notes

Families received over 140,000 educational toys and culturally relevant books in our One-on-One program. HBCC providers received 21,930 books and guide sheets.

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

Our country's children continue to fall behind. 40% enter kindergarten unprepared to be there. Under-resourced parents often lack the critical tools to prepare their children for school; the knowledge, the financial means, the necessary resources (such as books and educational materials), and the support to encourage and teach their children.

PCHP envisions a world where every child enters school ready to succeed because every parent has the knowledge and resources to build school readiness where it starts: the home. Our nationwide network of program sites works one-on-one with parents in underserved communities to provide the necessary tools to help their children thrive in school and in life. PCHP targets families with children ages 2-4 who are facing significant life challenges including limited income, language and literacy barriers, isolation and/or homelessness. Through two cycles of twice-a-week visits by highly trained community-based early literacy specialists, PCHP provides families the knowledge, skills, and resources they need to engage with and prepare their children for school success.

Our proven program builds early parent-child verbal interaction and learning in the home. Over 40 years of research shows that PCHP effectively increases school readiness, decreases the need for special education services by 50%, and increases participants' high school graduation rates by over 30% - to the same level as their middle income peers. PCHP's nationwide network of sites currently reaches over 7,000 families per year and, over the next 3-5 years we seek to expand to reach 10,000 families annually (500 in year 1, 1,000 in year 2, 1,500 in year 3) by expanding existing community-based program sites and identifying and partnering with new school districts and community based-organizations in underserved communities across the United States. Together, we will close the achievement gap.

To ensure that low-income children are engaged at home before school, enter school prepared to be successful students, progress through school as successfully as their counterparts from higher income households, and graduate from high school, PCHP: 1) identifies communities and families that would benefit from the Program; 2) visits families intensively and consistently, twice a week for two cycles over a two-year period; and 3) educates families during those visits on building positive parent-child interaction and embracing language, literacy and reading in their home environments. Each week, early literacy specialists bring a book or educational toy that remains with the families permanently. These are often the first books or learning materials in the home. Using the book/toy, the early learning specialists' model reading, conversation, and play activities that stimulate parent-child interaction, develop language and literacy skills, and build school readiness – consistently resulting in children who enter school ready to learn, and go on to be successful students, with increased high-school graduation rates.

The PCHP national center, established in 1979, is focused on expanding the proven Program to reach more families by expanding in new communites and by supporting local staff to expand and continue to provide high-quality services. The national center currently supports over 110 program sites by (1) providing guidance on start-up and implementation, staff hiring, training, and supervision, and funding; (2) providing comprehensive training and technical assistance; (3) establishing proven and effective standards and norms and monitoring for quality assurance ; (4) assisting local staff to acquire and utilize high quality, inexpensive, culturally appropriate curricular materials for the families; and (5) providing a national Management Information System to track participant data and Program outcomes across the country. This strategy has helped bring effective programming to over 70,000 families over the past 48 years.
Currently the national center staff and the Board of Directors' Program Expansion Committee are developing strategies to identify underserved communities and strong partners in those communities to expand PCHP's reach to more under-resourced families. PCHP is also focused on increasing awareness of the important role that programs like PCHP, which increase positive parent-child interaction and at-home learning before school, play in our national efforts to decrease the number of children who enter school unprepared to be there and to increase high-school graduation rates. Through improved communications we hope to increase public and private funding to support interested organizations in implementing PCHP with families in their communities.

With almost 50 years of experience and research proving the effectiveness of PCHP with diverse populations, combined with recent national attention on the importance of early childhood education resulting from President Obama's Early Learning Plan, PCHP is poised for significant expansion in the next three years.
The 21-member Board of Directors' includes a diverse array of skills and expertise and has particular depth on financial and strategic planning. The Board, therefore, is well positioned to support the organization's future growth. The national center staff has a combined 80 years of experience in the early childhood policy, programming, and research and evaluation fields, and their work is further strengthened by the input from local Program sites that have been serving families for over 40 years. PCHP also continues to add Board members and staff in regions in which the Program has or is planning to grow significantly. Dedicated NY and MA regional coordinators will be joined by a WA coordinator this year, and over the next two years, two to three additional regional coordinators.
PCHP currently receives state funding in five states, receives county, city, and school district funding in communities in 11 states, and works closely with the United Ways in many communities. PCHP staff are also active in early childhood and home visitation coalitions in states where we have a substantial presence. Using these strong networks, PCHP staff continue to expand access to public funding. The Program was recently included in a NYS Office of Children and Family Services (OCFS) RFP and NY PCHP sites were awarded over $320,000 to expand.
PCHP also has a dedicated and growing private funding network. Over 25 foundation and corporate partners support the National Center, and hundreds of others fund the network of sites. PCHP has experienced year-over-year funding growth of 10-15% and expects this will continue as the national conversation surrounding the importance of early childhood education intensifies.
PCHP has recently launched a Seed Fund to fund expansion of existing sites and start-up of new sites. A portion of a $1,000,000 challenge grant from the Estate of Marian Naumburg, and additional funds are being used both for the Seed Fund and to expand the Program's capacity to provide enhanced training, quality assurance, and evaluation. The development of the Seed Fund has necessitated intensive collaboration around due diligence procedures to identify the best possible partner organizations to deliver high-quality services.
PCHP has also been expanding its research and evaluation reach, working with independent evaluators to ensure the Program's research base is up-to-date and covers the diverse populations the Program is now serving. NYU is in the process of completing the first phase of a new randomized control trial on the Program's outcomes with the goal of following children as they move through school.

In addition to successfully changing the educational outcomes for more than 7,000 under-resourced families annually, PCHP is progressing toward the 10,000 family goal. During the 2013-2014 Program year, PCHP is on track to achieve our goal of reaching approximately 500 new families through expansion of existing sites and new sites opening in Colorado, California, Georgia, Florida, and Wisconsin.

As with any expansion, PCHP national center staff and Board members are keenly aware of the risk of diluting program outcomes. As such, PCHP has put policies in place to ensure that this does not happen. As national center staff work with potential program sites, they carefully evaluate the local staff and organizational structure to ensure the ability and capacity to successfully reach families most in-need of services and effectively implement the model. Furthermore, with the development of the Seed Fund application, PCHP has established specific guidelines based on best practices developed over the past 10 years to ensure that the “seeded' sites have a sustainability plan and the community contacts needed to survive and thrive. These same best practices are shared with all sites, both existing and potential and national center staff continues to build tools and materials that will help sites access a diverse-range of funding streams and build the critical partnerships that will sustain the program site.

Changes in public funding streams have always been an obstacle for the expansion of PCHP. Over the past decade, PCHP has had extensive experience with both rapid expansion of public funding streams and severe funding cuts, as well as with the rise and fall of availability of private funding streams. The Program has developed expertise in working at the state and local level to help communities build diversified funding plans that are not overly reliant on a particular source of funding. Through expansion of the national center's development office, hiring of regional coordinators who are prepared to assist with grant-writing and outreach for public funds, and careful evaluation of the development capabilities of potential program sites, PCHP has developed an approach that focuses on minimizing reliance on a single source of funding and focusing early on a broad and creative array of funding partners.

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We demonstrated a willingness to learn more by reviewing resources about feedback practice.
done We shared information about our current feedback practices.
  • How is your organization using feedback from the people you serve?

    To identify and remedy poor client service experiences, To identify bright spots and enhance positive service experiences, To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To identify where we are less inclusive or equitable across demographic groups, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals

  • Which of the following feedback practices does your organization routinely carry out?

    We collect feedback from the people we serve at least annually, We take steps to get feedback from marginalized or under-represented people, We aim to collect feedback from as many people we serve as possible, We take steps to ensure people feel comfortable being honest with us, We look for patterns in feedback based on demographics (e.g., race, age, gender, etc.), We look for patterns in feedback based on people’s interactions with us (e.g., site, frequency of service, etc.), We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive, We tell the people who gave us feedback how we acted on their feedback, We ask the people who gave us feedback how well they think we responded

  • What challenges does the organization face when collecting feedback?

    It is difficult to get the people we serve to respond to requests for feedback, We don’t have the right technology to collect and aggregate feedback efficiently, It is difficult to find the ongoing funding to support feedback collection


ParentChild+ Inc.

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Connect with nonprofit leaders


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  • Analyze a variety of pre-calculated financial metrics
  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

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ParentChild+ Inc.

Board of directors
as of 09/04/2023
SOURCE: Self-reported by organization
Board chair

Jim Molloy

Howard Landsberg

WeiserMazars, LLP

Jane Spencer

Barry Berman

NexPet, Inc. Grandma Mae's Country Naturals

Charles Butts

Brenda DiLeo

Deloitte & Touche, LLP

Sonia Hamstra

James Molloy

Ochsner Health

Marlene Motyka

Deloitte Financial Advisory Services, LLP

Kristian Whalen

Platte River Equity

Tai Chang Terry

Blake Hallinan

Bank of America

Stanley Butterfass

ButterfassPepe Group

Bob Lavoie

The Boston Consulting Group

Tanya Zaben

Tanya Zaben Design

Stephan Oppenheimer

Pontalba Capital

Thomas Powers

Nationwide Asset Management, LLC

Alex Lentz

Credit Trading UBS

Tara Murphy

Independent Management Consultant, Health System Reform

Joshua Schwartz

East Wind Advisors

Christine Choi

Julian Gomez

Sojitz Corporation of America

Edward Kimotho


Chrishana Lloyd

Child Trends

Nirav Mehta


Hardik Shah

JPMorgan Chase

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? Yes

Organizational demographics

SOURCE: Self-reported; last updated 9/1/2023

Who works and leads organizations that serve our diverse communities? Candid partnered with CHANGE Philanthropy on this demographic section.


The organization's leader identifies as:

Race & ethnicity
Gender identity

Race & ethnicity

Gender identity

Transgender Identity

Sexual orientation

No data


No data

Equity strategies

Last updated: 09/03/2023

GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more

  • We review compensation data across the organization (and by staff levels) to identify disparities by race.
  • We ask team members to identify racial disparities in their programs and / or portfolios.
  • We analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
  • We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
  • We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
  • We disaggregate data by demographics, including race, in every policy and program measured.
  • We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
Policies and processes
  • We use a vetting process to identify vendors and partners that share our commitment to race equity.
  • We have a promotion process that anticipates and mitigates implicit and explicit biases about people of color serving in leadership positions.
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We have community representation at the board level, either on the board itself or through a community advisory board.
  • We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
  • We measure and then disaggregate job satisfaction and retention data by race, function, level, and/or team.
  • We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.