An Evaluation of Milk and Cookies (MAC): A School-based Program for Children with Incarcerated Parents

Despite high rates of incarceration among parents of school-aged children, few programs designed for these children have been implemented or evaluated within a school-based setting. The current study examined the impact of program participation on school-aged children's self-perceived competency. Participants for this study (N = 75) included elementary school-aged children (50.7% female, 99% African American), M = 8.38 years (SD = 1.56) who were participating in a year-long educational program and support group for children with incarcerated parents at one of three public elementary schools. Children completed either the Harter's Self Perception Profile for Children (grades 3-5) or the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (grades 1 - 2) at the start (T1) and end (T2) of programming. Paired sample t-tests showed an increase in scores for self-perceived ability at T2 for third through fifth graders, with both higher social competence and academic competence scores. This research provides insight into the benefit of school programming for children with a parent incarcerated and highlights the need for further research on components of self-concept development among this population of children. Despite high incarceration rates of parents of school-aged children, few school programs have been implemented or evaluated.Higher social and academic competence scores were reported after program completion.While not significant, younger students had higher scores after program completion.School programs may be a viable intervention avenue for children with incarcerated parents.