Parents as Teachers National Center

Children are healthy, safe and learning.

aka Parents as Teachers   |   St. Louis, MO   |  www.parentasteachers.org

Mission

Mission: Parents as Teachers promotes the optimal early development, learning and health of children by supporting and engaging their parents and caregivers. Vision: All children will develop, learn and grow to realize their full potential.

Ruling year info

1991

President and Chief Executive Officer

Ms. Constance Gully

Main address

2228 Ball Drive

St. Louis, MO 63146 USA

Show more contact info

EIN

43-1569124

NTEE code info

Family Services (P40)

IRS filing requirement

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

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Communication

Blog

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

Parenting a new baby is one of life’s greatest joys. It can also be isolating, hard, and exhausting. It truly takes a village. Parents as Teachers (PAT) is here to make sure parents and caregivers are not alone. Parents as Teachers National Center strives to: • Ensure family support and early childhood home visiting are widespread and highly valued. • Uphold parents/caregivers as their child’s first and most influential teacher. • Support positive child health and developmental outcomes. • Contribute to building communities that are healthy and equitable.

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?

Evidence Based Home Visiting Through Parents as Teachers Affiliates

Parents as Teachers affiliates are sponsoring organizations whose home visiting program is designed to implement the Parents as Teachers evidence-based model. Affiliates must meet essential requirements and standards set by the National Center.

The model includes 1. home visits, 2. group connections, 3. resource network, and 4. health and developmental screenings. Parent educators meet with families where they are comfortable—typically in their homes. They learn about each family’s values and interests and provide information, resources, and opportunities to practice parenting strategies. Parent educators also provide information and resources to help new parents gain confidence and additional understanding in the emotional, behavioral, and physical development of their children. Home visits promote parental resilience, help parents know what to expect in their child’s development, and contribute to the maintenance of a strong family unit.

Population(s) Served
Children
Infants and toddlers

Parents as Teachers partners with organizations that deliver their own evidence based home visiting program but utilize the Parents as Teachers curriculum for resources and information to ensure they are meeting research based requirements. When Curriculum Partners utilize the Parents as Teachers curriculum they ensure they have access to engaging family-friendly activities and resources focused on children’s learning and development within three key areas of emphasis: parent-child interaction, development-centered parenting, and family well-being. Head Start and Early Head Start are examples of current Curriculum Partners. Curriculum Partners have individuals trained to utilize the Parents as Teachers curricula and meet training requirements set by the National Center. The Parents as Teachers curricula is research-based, evidence-informed and highly rated by West Ed.

Population(s) Served
Children
Infants and toddlers

Individual professionals can be trained to utilize the Parents as Teachers curricula and use it within their own work with families and children. These individuals are called Curriculum Subscribers. They must meet certain training requirements.

Population(s) Served
Children
Infants and toddlers
Children
Infants and toddlers
Children
Infants and toddlers
Children
Infants and toddlers

Parents as Teachers is committed to sharing our knowledge and expertise with others, professional and laymen, who support children and families. This commitment is ever changing and responsive to the needs of families and communities. Current examples include our Supporting Care Providers Through Personal Visits training which supports child care providers in both center based and family/friend and neighbor care; developmental and education screening tool trainings, resources for professionals working with fathers and our recently published book available on Amazon entitled, Engaged: Building Intentional Partnerships with Families.

Population(s) Served
Young adults
Older adults
Caregivers
Children and youth

Where we work

Accreditations

HomVEE Model of Evidence of Effectiveness 2011

California Evidence-Based Clearinghouse for Child Welfare 2018

Child Trends What Works Programs Database 2010

Community Based Child Abuse Prevention's Matrix of Evidence Based Programs 2015

Educational Program that Works by the National Diffusion Network 1995

Home Visiting Evidence of Effectiveness for Maternal, Infant, Early Childhood Home Visiting Program 2013

Proven and Promising Practices Website 2014

Title IV-E Prevention Services Clearinghouse 2019

Early Impact Foundation - United Kingdom, Effective Early Intervention 2021

Grüne Liste Prävention – Germany 2020

National Academy of Parenting Practices (UK) 2014

PGF wirkt! – Switzerland 2020

Phineo Wirkt! - Germany 2018

Awards

America's 100 Best Charities 2001

Worth Magazine

Visionary Leadership Award 2004

Prevent Child Abuse America

Children's Environmental Health Recognition Award 2005

U. S. Environmental Protection Agency

Honor Roll Recognition 2009

Better Business Bureau

America's Best Award 2009

Independent Charities of America

S&I 100-An index of top performing nonprofits creating social impact 2014

Social Impact Exchange

American Prize 2021

Library of Congress

Top Work Places 2021

St. Louis Post Dispatch

Top Work Place 2022

St. Louis Post Dispatch

Top 10 Diversity Impact Award 2022

Global ERG Network

Our results

SOURCE: Self-reported by organization

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

Net promoter score

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

Young adults, Older adults

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Context Notes

We conduct the Net promoter score for our staff and receive approximately an 86% response rate. Our questions is "How likely are you to recommend employment at Parents as Teachers National Center?"

Number of children screened for autism and other developmental delays

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

Infants and toddlers, Children

Type of Metric

Output - describing our activities and reach

Direction of Success

Holding steady

Context Notes

These numbers include initial and annual developmental screenings.

Number of clients served through Affiliates

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

Children, Infants and toddlers

Related Program

Evidence Based Home Visiting Through Parents as Teachers Affiliates

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

This metric includes only children served by affiliates (US & International) and does not include children served by Curriculum Partners or Curriculum Subscribers.

Number of clients served through Curriculum Partners.

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

Infants and toddlers, Children

Related Program

Curriculum Partner Services

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

This metric includes number of children served by Curriculum Partners only and does not include children served by Affiliates or Curriculum Subscribers.

Number of clients served through Curriculum Subscribers.

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

Children, Infants and toddlers

Related Program

Curriculum Subscriber Services

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

This metric includes children served only by Curriculum Subscribers and does not include children served by Affiliates or Curriculum Partners.

Our Sustainable Development Goals

SOURCE: Self-reported by organization

Learn more about Sustainable Development Goals.

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.

The Parents as Teachers model is an evidence-based home visiting model designed to ensure young children are healthy, safe and ready to learn. The model has four dynamic components each closely interrelated and integrated: personal visits, group meetings, child screenings and resource network. The goals of Parents as Teachers are to:

1. Increase parent knowledge of early childhood development and improve parenting practices.
2. Provide early detection of developmental delays and health issues
3. Prevent child abuse and neglect.
4. Increase children's school readiness and school success.

Parents as Teachers parent educators work with families to promote parental resilience and
strengthen protective factors, which can lower the likelihood of abuse and neglect. Thanks to home
visiting, parents report they feel less stressed, more motivated to try new parenting strategies, better able
to understand their child’s development, and more likely to read with their child. They also report their
relationship with their child is stronger. More than a dozen outcome studies have been conducted on
the effectiveness of the Parents as Teachers model.
RESULTS SHOW:
| Children’s developmental delays and health problems are detected early, allowing for
more effective intervention
| Children enter kindergarten ready to learn and the opportunity gap is narrowed
| Children achieve school success
| Parents improve their parenting knowledge and skills
| Parents are more involved in their children’s schooling
| Families are more likely to engage in activities that promote children’s language and literacy
| Child abuse and neglect is prevented

More than a dozen outcome studies have been conducted on the effects of the Parents as Teachers model. Evaluations have been supported by various states, school districts, private foundations, universities and research organizations. With each new evaluation, we continue to learn about the children and families served by Parents as Teachers and the long-term impacts on communities. For more information on our research outcomes please visit our website at parentsasteachers.org.

Please see our attached Strategic Framework document for further details.

Goal 1 - Deepen and demonstrate impact - conduct increased levels of research and evaluation that strengthen out evidence base for all programming services. (prioritize research investments, offer highest quality training and development opportunities for direct service providers, maintain the most relevant and robust home visiting curricula, maintain a direct service "learning lab.")

Goal 2 - Build sustainable growth - grow the Parents as Teachers network to impact more families and children. (expand family reach, expand state/country office infrastructure, grow number of trainers, establish new collaborations with affiliates, from philanthropic fund raising)

Goal 3 - Expand our leadership role in the community - Expand Parents as Teachers' leadership role in the field of early childhood and parenting support through advocacy, convening, partnerships, collaborations and cross-sector initiatives. (grow advocacy efforts, expand home visiting collaborations with child serving organizations, increase parent voice in work)

Goal 4 - Elevate awareness and understanding - Elevate awareness and understanding of Parents as Teachers in order to successfully and strategically expand its impact and support its growth. (build a power brand, increase consistent messaging, clarify product target markets)

Goal 5 - Strengthen organizational effectiveness - Strengthen organizational practices, structures and culture to fulfill the mission, vision and goals, and align with values and operation principles of the organization. (weave DEIA through all efforts, engage in continuous quality improvement, improve personnel and professional development, strengthen internal systems/structures/capacity)

We measure our success in lives changed. For 37 years we have been a catalyst to improve outcomes for families.
Each day, in all corners of the United States and across the globe, we provide proven tools, resources, and knowledge that community agencies and home visiting professionals can use to strengthen the lives of parents, caregivers, and children right in their homes.

Our organization supports over 220,000 children annually through over 4,800 model certified Parent Educators in over 1,000 Parents as Teachers affiliates. We also provide information through our curriculum to an additional 3,600 professionals in other evidence based home visiting models. Parents as Teachers is delivered across all 50 states, in over 100 tribal communities and in five additional countries.

Parents as Teachers is the most replicated home visiting model in the United States and has invested in a structure poised for quality programmatic and sustainable growth. The organization maintains the highest level of affiliate support, home visiting parenting education curricula resources, and fidelity to it's evidence based model. It has also made a significant commitment and investment to language access becoming the first home visiting model in the United States to have a robust and complete translation of its Foundational curriculum including direct service provider training and materials and external parent facing materials in the Spanish language.

Please see attached our recently launched strategic plan for full plans through 2025 including key objectives.

In the early 1980's Missouri pioneered the concept of helping parents embrace their important role as their child’s first and best teacher. Today, Parents as Teachers continues to equip early childhood organizations and professionals with information and tools that are relevant—and widely applicable—to today’s parents, families and children. Since 1985, Parents as Teachers has expanded to all 50 states and five other countries and has grown to be the largest and most replicated home visiting model in the United States.



Financials

Parents as Teachers National Center
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Operations

The people, governance practices, and partners that make the organization tick.

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Connect with nonprofit leaders

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Build relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.

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

Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.

Parents as Teachers National Center

Board of directors
as of 11/21/2022
SOURCE: Self-reported by organization
Board chair

Mr. Mark Ginsberg

George Mason University

Term: 2024 - 2022

Patricia Kempthorne

Twiga Foundation

Carolyn Losos

Consultant

Arthur Mallory

Education Consultant

David Morley

Consultant

Christopher "Kit" Bond

Retired

Mark Ginsberg

George Mason University

Mike Parson

Governor, State of Missouri

Mary Hemmeter

Vanderbilt University

Adele Robinson

University of Maryland College Park

Kwesi Rollins

Institute for Educational Leadership

Steven Rosenblum

Washington University at St. Louis

Margie VanDeven

Missouri Department of Elementary and Secondary Education

Karen Shanoski

Pennsylvania Parents as Teachers

Yolie Flores

The University of Chicago

Jeremy Garcia

University of Arizona

Frank Gettridge

National Public Education Support Fund

Patricia Lozano

Early Edge California

Steven Harris

Rubin Brown

Mary Mason

Centene Corporation

Lori McClung

Advocacy & Communication Solutions

Cassie Morley

Start Early Washington

Dipesh Navsaria

University of Wisconsin

Joshua Sparrow

Boston Children’s Hospital

Peter Weldy

Administration for Children and Families

Kristen Steffens

Edward Jones

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 10/13/2022

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

Leadership

The organization's leader identifies as:

Race & ethnicity
Black/African American/African
Gender identity
Female, Not transgender (cisgender)
Sexual orientation
Heterosexual or Straight

Race & ethnicity

Gender identity

 

Sexual orientation

Disability

No data

Equity strategies

Last updated: 09/27/2022

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

Data
  • 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.