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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Reynolds, Arthur J. [remove]; New in two years [remove];
59 results found.|
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Adopting innovation in early childhood education: The Child-Parent Center Program An overview of the Chicago Child-Parent Center model, with arguments for the national adoption of a similar program |
Reports & Papers
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Age 21 cost-benefit analysis of the Title I Chicago child-parent centers A cost benefit analysis of the federally funded Chicago Child-Parent Center program using data from the Chicago Longitudinal Study from a cohort of children born in 1980. |
Reports & Papers
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Age 21 cost-benefit analysis of the Title I Chicago Child-Parent Centers A cost benefit analysis of the federally funded Chicago Child-Parent Center program using data from the Chicago Longitudinal Study from a cohort of children born in 1980 |
Reports & Papers
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Age 26 cost-benefit analysis of the Child-Parent Center early education program A societal cost-benefit analysis of the Child-Parent Centers, based on findings from a complete cohort of over 1,400 program and comparison group participant data collected up to age 26 |
Reports & Papers
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Alterable predictors of child well-being in the Chicago Longitudinal Study An overview of the major findings from the Chicago Longitudinal Study, including summaries of child well-being indicators and estimated effects of participation in preschool programs |
Reports & Papers
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Benefits and costs of investments in preschool education: Evidence from the Child-Parent Centers and related programs A discussion of preschool program effectiveness in 3 intervention studies, as well as a cost-benefit analysis of the Chicago Child-Parent Center preschool program as compared to other intervention programs for children, such as prenatal and infancy care, reduced class size, grade retention, and youth job training |
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Can early intervention prevent high school dropout?: Evidence from the Chicago Child-Parent Centers A report relating participation in the Chicago Child-Parent Center and Expansion program to incidence of high school dropout |
Reports & Papers
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Can early intervention prevent high school dropout?: Evidence from the Chicago Child-Parent Centers An inquiry into the relationship between children’s participation in the Chicago Child-Parent Center (CPC) and Expansion Program andtheir high school dropout rate at ages 17 to 18, and an exploration of other variables associated with high school dropout, based on a subsample of 1,159 students who participated in the Chicago Longitudinal Study (CLS) |
Reports & Papers
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The Chicago Child-Parent Centers: A longitudinal study of extended early childhood intervention An evaluation of the implementation of the early childhood intervention program, Chicago-Parent Center (CPCs), and the Chicago Longitudinal Study among eight-grade students between 1983 and 1989 |
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Chicago Longitudinal Study A summary of the Chicago Longitudinal Study, an investigation of the educational and social development of 1,539 low income children who grew up in high-poverty neighborhoods in Chicago |
Other
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Chicago Longitudinal Study, 1986-1989 The Chicago Longitudinal Study investigates the educational and social development of a same-age cohort of 1,539 low-income, minority children (93 percent African American) who grew up in high-poverty neighborhoods in central-city Chicago and attended government-funded kindergarten programs in the Chicago Public Schools in 1985-1986. Children were at risk of poor outcomes because they face social-environmental disadvantages including neighborhood poverty, family low-income status, and other economic and educational hardships. The CLS is guided by four major goals: 1. To document patterns of school performance and social competence throughout the school-age years, including their school achievement and attitudes, academic progress, and psychosocial development. 2. To evaluate the effects of the Child-Parent Center and Expansion Program on child and youth development. Children and families had the opportunity to participate in this unique Head Start type early childhood intervention from ages three to nine (preschool to third grade). 3. To identify and better understand the educational and psychosocial pathways through which the effects of early childhood experiences are manifested, and more generally, through which scholastic and behavioral development proceeds. 4. To investigate the contributions to children?s educational and social development of a variety of personal, family, school, and community factors, especially those that can be altered by program or policy interventions to prevent learning difficulties and promote positive outcomes. Studies addressing the first two goals have been reported extensively. Participation in the Child-Parent Center Program for different lengths of time, for example, has been found to be significantly associated with higher levels of school achievement into adolescence, with higher levels of consumer skills, with enhanced parent involvement in children?s education, and with lower rates of grade retention and special education, lower rates of early school dropout, and with lower rates of delinquent behavior (Reynolds, 1994, 1995, 2000; Reynolds and Temple, 1995, 1998; Temple, Reynolds, and Miedel, in press). Children?s patterns of school and social adjustment over time (Reynolds and Bezruczko, 1993; Reynolds and Gill, 1994; Reynolds, 2000) as well as several methodological contributions (Reynolds and Temple, 1995; Reynolds, 1998a, 1998b) also have been reported elsewhere. Examples of studies addressing goals three and four are reported in a special issue of the Journal of School Psychology (Reynolds, 1999). The Chicago Longitudinal Study is particularly appropriate for addressing these and other goals for two reasons. First, the CLS is one of the most extensive and comprehensive studies undertaken of a low-income, urban sample. Data were collected beginning during children?s preschool years and have continued on a yearly basis throughout the school-age years. Multiple sources of data have been utilized in this on-going study, including teacher surveys, child surveys and interviews, parent surveys and interviews, school administrative records, standardized tests, and classroom observations. Thus, the impact of a variety of individual, family, and school-related factors can be investigated. A second unique feature of the CLS is that although the project concerns child development, an emphasis is given to factors and experiences that are alterable by program or policy intervention both within and outside of schools. Besides information on early childhood intervention, information has been collected on classroom adjustment, parent involvement and parenting practices, grade retention and special education placement, school mobility, educational expectations of children, teachers, and parents, and on the school learning environment. |
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Cognitive and family-support mediators of preschool intervention: A confirmatory analysis A study of the mediators of the effects of preschool intervention on 360 low-income children’s school achievement in the sixth grade |
Reports & Papers
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Confirmatory program evaluation: Applications to early childhood interventions A discussion of confirmatory program evaluation as a method for conducting theory driven evaluations, and its role in identifying causal mechanisms of change in early childhood interventions, with examples from the Chicago Longitudinal Study and studies of the Chicago Child-Parent Centers |
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Cost-effective investments in early care and education |
Fact Sheets & Briefs
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Developing early childhood programs for children and families at risk: Research-based principles to promote long-term effectiveness A review of eight principles used to promote long-term effectiveness for early childhood interventions and a description of some of the effects of the Chicago Child-Parent Center in order to illustrate the importance of using these principles when designing early childhood interventions |
Reports & Papers
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Does early childhood intervention affect the social and emotional development of participants? An examination of the impact of a preschool intervention on young children's social and emotional development using data from the Chicago Longitudinal Study and an investigation into the endurance of the effects of program participation |
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Does preschool intervention affect children's perceived competence? A study of the effects of the federally funded Child-Parent Center preschool program on low-income African-American children’s perceived school competence in the sixth grade, with findings that touch on reading and math achievement |
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The dollars and cents of investing early: Cost-benefit analysis in early care and education Overviews of several cost-benefit analyses of early education programs, and a discussion of the use of cost-benefit analysis in efforts to secure funding for early education programs |
Other
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Early childhood intervention and educational attainment: Age 22 findings from the Chicago Longitudinal Study A study of the long-term effects of participation in the Chicago Child-Parent Center (CPC) Preschool program on educational attainment in young adults |
Reports & Papers
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Early childhood intervention and juvenile delinquency: An exploratory analysis of the Chicago Child-Parent Centers An investigation of the relationship between participation in the Chicago Child-Parent Center and Expansion (CPC) Program, during preschool to third grade, and measures of juvenile delinquency among a sample of low income, mainly African American youths, using data from the Chicago Longitudinal Study |
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Early childhood interventions: Knowledge, practice, and policy A review of the effectiveness of early childhood intervention programs and services |
Other
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Early childhood programs for a new century An edited volume with multiple authors examining the early childhood research to determine the requisite components of effective early childhood care and education programs |
Other
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Early childhood to young adulthood [Special issue] A special issue of the journal Children and Youth Services Review, focusing on the relationship between early childhood experiences and several domains of wellbeing in adulthood |
Other
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Early intervention and juvenile delinquency prevention: Evidence from the Chicago Longitudinal Study An investigation of the role of a a range of individual, family, peer, and school-level predictors, including preschool participation in the Chicago CPC program, in preventing juvenile delinquency for at-risk youth, using data from the Chicago Longitudinal Study |
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Early intervention, school achievement, and special education placement: Findings from the Chicago Longitudinal Study A comparison of large-scale public school interventions and the assignment of children to special education classes and their effects on children’s long-term school achievement, based on data from the Chicago Longitudinal Study |
Reports & Papers
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