238221 Fostering Positive Outcomes Among Minnesota Teen Mothers Using a School-Based Model

Tuesday, November 1, 2011

Nancy Leland, PhD , Department of Pediatrics, University of Minnesota, Minneapolis, MN
Mary Pat Sigurdson, MA , Minneapolis Public Schools, Minneapolis, MN
Barbara McMorris, PhD , School of Nursing, University of Minnesota, Minneapolis, MN
Rebecca Koltes, BS , Broadway High School, Minneapolis, MN
Andrea Aga, BA , Broadway High School, Minneapolis, MN
Whitney Hogan, BA , Department of Pediatrics, University of Minnesota, Minneapolis, MN
Lindsay A. Taliaferro, MS, MPH, PhD , Department of Pediatrics, University of Minnesota, Minneapolis, MN
Background. We examined the effectiveness of a school-based model for fostering academic progress, delaying a repeat birth, and keeping children fully immunized among adolescent mothers eligible for or receiving public assistance. Key components of the model include intensive case management, on-site childcare, parent education classes, an on-site county public assistance office, as well as a full academic program.

Methods. Between 2007-2010, we collected written self-report baseline and 12-month follow-up data from 2 cohorts of adolescents attending the intervention school (n=115) and a comparison group (n=64), and, obtained data from case managers and the county. Data included measures related to school progress, reproductive, and child health.

Results. Multivariate analyses controlling for age and race, demonstrated positive outcomes for intervention subjects. Compared to comparison participants, intervention participants were more likely to: report feeling extremely sure about preventing another pregnancy p<0.05); have their child in licensed child care (indicator of full immunization) (p<0.01); be in school or GED program (p=0.10); report it extremely important to graduate school (p<0.01); report being extremely sure they could pursue postsecondary education (p=0.06); and report feeling connected to school (p=0.07). Further, data supplied by case managers and the county showed that 8% of intervention subjects were found to have experienced a repeat birth compared to 27% of teens in the city where the intervention school is located.

Conclusions. These findings demonstrate that the school-based model used at the intervention school holds promise in having a positive impact on the lives of young mothers and their children.

Learning Areas:
Conduct evaluation related to programs, research, and other areas of practice

Learning Objectives:
1. Describe key components of a school-based model for working with teen mothers. 2. Identify other types of interventions, other than school-based ones, that aim to increase academic progress among teen mothers.

Keywords: Adolescent Health, Underserved Populations

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I have been the lead evaluator on this 5 year demonstration and evaluation project for 4 years.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.