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
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
Reports & Papers
Educational expectations and school achievement of urban African American children
An examination of parental and teachers’ expectations on sixth-grade math and reading achievement of African American children, including children’s expectations on academic achievement, based on data from the Chicago Longitudinal Study
Reports & Papers
Educational success in high-risk settings: Contributions of the Chicago Longitudinal Study
Findings from four studies on the educational outcomes of high-risk children, using information from the Chicago Longitudinal Study
Reports & Papers
The effect of early childhood intervention and subsequent special education services: Findings from the Chicago Child-Parent Centers
An examination of the impact of participating in the Chicago Child-Parent Centers on the likelihood of urban, low income, African American children receiving special education services in elementary school
Reports & Papers
Effects of a preschool plus follow-on intervention for children at risk
An article on the effects of the Chicago Child Parent Center and Expansion Program, a comprehensive early intervention for children from low-income families, on school adjustment two years postprogram.
Reports & Papers
Mechanisms of effects of an early intervention program on educational attainment: A gender subgroup analysis
An exploration of the relationship between gender and other factors (cognitive advantage, family support, social adjustment, motivational advantage, and school support) that account for the link between educational attainment and participation in the Chicago Child-Parent Center (CPC) Program, based on an analysis of a sample of 1334 youth (682 females and 652 males) from the Chicago Longitudinal Study
Reports & Papers
More than teacher directed or child initiated: Preschool curriculum type, parent involvement, and children’s outcomes in the child-parent centers
An investigation of the links between early childhood curriculum designs and parent involvement and school readiness, early achievement, and future experiences, based on a study of preschool children attending Chicago Child-Parent Centers--early educational intervention services for children and families living in poverty
Reports & Papers
One year of preschool intervention or two: Does it matter?
An investigation of the longitudinal effects of federally funded Chicago Child Parent Centers on a large sample of urban African American children's academic and social development, specifically looking at the effects of an extra year of preschool and whether the educational impact is worth the investment
Reports & Papers
Parent involvement in early intervention for disadvantaged children: Does it matter?
A study of parental involvement in early intervention curricula, such as participation in activities in their children's preschool and kindergarten classes and the frequency of their participation, and their children's later school competence based on assessment of data regarding 704 parents that participated in the Chicago Longitudinal Study
Reports & Papers
