[Skip to Content]
Georgetown University
Search the Databases

Advanced Search

Site Tools

MCH Social Media

Due to cessation of funding, this set of pages is not updated or maintained after October 1, 2002.
It will remain accessible until it is superseded by another site or becomes too outdated to be useful.

Healthy Tomorrows Partnership for Children Program (HTPCP) Analysis and Synthesis Project

The HTPCP evaluation is part of MCHB's larger effort to document the impact of its investment in Title V Block Grant programs and its discretionary grant programs. In particular, MCHB is interested in measuring the impact of SPRANS, which comprise an array of demonstration, research, and training grants. NCEMCH was awarded a grant that includes as one of its objectives the development of a model for evaluating SPRANS programs, beginning with the HTPCP.  This study also examines progress toward goals specific to the HTPCP.

The HTPCP was initiated in 1989 to engage communities in working to improve children's health through prevention and better access to health care. The program is funded by MCHB of the Health Resources and Services Administration (HRSA). It is administered by MCHB in partnership with the American Academy of Pediatrics (AAP). The concerted effort to blend public health resources with the knowledge and skills of the pediatric professional community is a hallmark of HTPCP. To date, 107 projects nationwide have been awarded 5-year grants; 54 have completed the federal funding cycle.

The entire report of findings from the analysis, titled The Healthy Tomorrows Partnership for Children Program in Review: Analysis and Findings of a Descriptive Survey (845K, 98 pages) or only the Executive Summary from the report (6 pages, 132K) can be downloaded here as portable document format (PDF) files and read with Adobe Acrobat Reader

MCHB Training Program Synthesis and Analysis Project

 Image of MCHB Training publicationThe National Center for Education in Maternal and Child Health (NCEMCH) has completed an evaluation of the Maternal and Child Health (MCH) Training Program, which is funded by the Maternal and Child Health Bureau (MCHB). The MCH Training Program: An Evaluation is the product of phase II of the evaluation. Phase II builds on phase I, the results of which were published in Building the Future: The Maternal and Child Health Training Program in March 2000.

During phase I of the evaluation 13 long-term training priorities were described: Behavioral Pediatrics, Communication Disorders, Historically Black Colleges and Universities, Leadership Education in Adolescent Health (LEAH), Leadership Education in Neurodevelopmental and Related Disabilities (LEND), Nursing, Nutrition, Pediatric Dentistry, Pediatric Occupational Therapy, Pediatric Physical Therapy, Pediatric Pulmonary Centers, Schools of Public Health, and Social Work. In addition, the evolution of the priorities was traced, and common themes among training projects were identified. Phase II included an analysis of the distinguishing characteristics of each training priority, an assessment of MCH Training Program accomplishments, and the development of recommendations to help MCHB assess MCH training grants in the future.

Findings from phase II of the evaluation include the following:

The full report and The MCH Training Program: An Evaluation–Executive Summary can be downloaded as PDF files and read using Adobe® Acrobat® Reader®. Also available for downloading are technical documents used during the evaluation, such as the record review data collection form, site visit interview questions, Title V director focus group questions, and former trainee interview questions, as well as the findings of phase I of the evaluation and individual training priority fact sheets.

Table of Contents

In Memoriam               vi
Acknowledgments           vii
Training Program Priorities and Definitions           viii

Chapter 1: Introduction and Methodology           1
         Background           2
         The Training Program and the MCH Mission           3
         Goals of the MCH Training Program           5
         Needs Addressed by the MCH Training Program           7
         Focusing the Evaluation           9
         Study Methodologies           9
         Summary           13
icon-pdf.gifChapter 1 192k
Chapter 2: A Statistical Snapshot of the MCH Training Program           15
         MCH Training Program Expenditures           16
         Resources Devoted to Trainees           16
         Resources Utilized for Faculty Leadership           19
         Distribution of MCH Training Program Grants           21
         Summary           24
icon-pdf.gifChapter 2 192k
Chapter 3: Training for Leadership           27
         Differences in Leadership Training Among Projects           28
         Aspects of Training for Leadership           31
         Assessing Project Success in Training Leaders           33
         Summary           44
icon-pdf.gifChapter 3 256k
Chapter 4: Supporting Faculty in Leadership Roles           47
         The MCH Training Program Model of Leadership
                   Versus the University Model of Scholarship           48
         Collaboration and the Interdisciplinary Approach           49
         Fostering Change Within Universities           50
         The Need for MCH Faculty Leaders           51
         Summary           52
icon-pdf.gifChapter 4 192k
Chapter 5: Contributing to Advances in the Field           53
         Nurturing New Professional Subspecialties           54
         Influencing Professional Associations           54
         Developing Innovations in Treatment and Services           55
         Serving as a Voice for Children           56
         Encouraging Research           58
         Fostering Diversity           59
         Summary           61
icon-pdf.gifChapter 5 192k
Chapter 6: Promoting Collaboration           63
         Technical Assistance, Consultation, and Continuing Education           64
         Collaboration Across Projects and with Nonfunded Universities           67
         Collaboration with Title V Programs           68
         Summary           71
icon-pdf.gifChapter 6 128k
Chapter 7: The Economics of MCH Training           73
         The Role of Tuition in Academic Decision-Making           74
         The Role of Other Funding Sources in Academic Decision-Making           76
         The Impact of Reimbursement on Clinical Training           77
         Leveraging of MCH Training Program Grants           79
         Summary           81
icon-pdf.gifChapter 7 256k
Chapter 8: Recommendations           83
         Planning, Assessment, and Evaluation           84
         Portfolio Policies           87
         Budget Policies and Guidelines           90
         Program Stewardship           91
         Conclusion           96
icon-pdf.gif Chapter 8 448k
Notes         99
Bibliography           103
         A: MCH Training Program Evaluation Project Advisory Committee Members           109
         B: Site-Visited Projects and Project Directors           111
         C: Additional Information on Interviews with Former Trainees           115
         Table 1: Maternal and Child Health Bureau Long-Term Training Program Priorities, FY 1999           17
         Table 2: Median Awards by Priority Area, FY 1999           19
         Table 3: Trainees Supported by MCH Training Grants, FY 1999           20
         Table 4: Faculty Supported by MCH Training Grants, FY 1999           23
         Table 5: Demographics of Former Trainee Sample and Respondents           118
         Table 6: Current Employment of Former Trainees           119
         Table 7: Former Trainees' Participation in Leadership Activities           120
         Figure 1: MCH Pyramid           4
         Figure 2: MCH Training Program Logic Model           10
         Figure 3: Allocation of Training Program Funds Among Priorities, FY 1999           22
         Figure 4: Training Program Grantee Budgets, FY 1999           22
         Figure 5: MCHB Training Grant Sites, FY 1999           25
         Figure 6: Former Trainees Still Practicing in MCH Field           36
         Figure 7: Job Change After Completing MCH Training           37
         Figure 8: Job Change Attributed to MCH Training           38
         Figure 9: Former Trainees Who Had a Faculty Mentor           38
         Figure 10: Importance of Faculty Mentoring to Former Trainees' Careers           39
         Figure 11: Former Trainees Who Received Continued Mentoring After Training           40
         Figure 12: Former Trainees Who Consider Themselves a Leader in the Field           40
         Figure 13: Leadership by Cohort           41
         Figure 14: Examples of Leadership Activities of Former Trainees           42
         Figure 15: Examples of Recent Leadership Activities of MCH
                   Training Program Grant Faculty           55
         Figure 16: Examples of Treatment and Service Innovations           56
         Figure 17: Examples of Policy Work of Grantees           57
         Figure 18: Publications Produced by Supported Faculty and Trainees, FY 1999           58
         Figure 19: Technical Assistance, Consultation, and Continuing Education Examples           66
         Figure 20: Examples of University-Based Collaborations           69
         Figure 21: Examples of Consultation with Nonfunded Universities           70
         Figure 22: Examples of Collaborations Between Title V Offices and MCH Training
Program Projects           71
icon-pdf.gifNotes, Bibliography, Appendices, Tables, Figures and Program Projects 128k

Interview Questions:

Building the Future: The MCH Training Program




Training Priority Fact Sheets


MCH Training Program: Overview


Adolescent Health


Behavioral Pediatrics


Communication Disorders


Continuing Education


Historically Black Colleges and Universities


Leadership Education in Neurodevelopmental and Related Disabilities (LEND)






Occupational Therapy


Pediatric Dentistry


Pediatric Pulmonary Centers


Physical Therapy


Schools of Public Health


Social Work