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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Reynolds, Arthur J. [remove]; Classification:School Performance & Success [remove];
18 results found.|
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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 |
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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 |
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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) |
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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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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 |
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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 |
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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. |
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Extended early childhood intervention and school achievement: Age 13 findings from the Chicago Longitudinal Study Findings from a follow-up study on the correlation between participation in an early intervention program and seventh grade achievement, based on a sample of 559 low-income, Black children who participated in the Chicago Child-Parent Center and Expansion Program (CPC Program) |
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Extended early childhood intervention and school achievement: Age thirteen findings from the Chicago Longitudinal Study An article on the long-term effects on school achievement of a preschool and early elementary school comprehensive services intervention |
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Innovation in early intervention for children in families with low incomes: Lessons from the Chicago Child-Parent Centers An overview of the Chicago Child-Parent Center model, with arguments for high-quality early childhood intervention programs |
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Long-term effects of an early childhood intervention on educational achievement and juvenile arrest: A 15-year follow-up of low-income children in public schools An article on the effects of the Chicago Child Parent Center Program, a comprehensive early intervention for children from low-income families, on school outcomes and juvenile arrests fifteen years postprogram. |
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Paths of effects from preschool to adult well-being: A confirmatory analysis of the child-parent center program A study of developmental pathways between preschool participation at age 3 or 4 and adult occupational prestige, felony arrests, and depressive symptoms, based on a secondary analysis of data from over 1,400 low-income participants |
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Paths of effects of early childhood intervention on educational attainment and delinquency: A confirmatory analysis of the Chicago Child-Parent Centers An investigation of the influence of five different mechanisms of change on children enrolled in the Chicago Longitudinal Study (CLS) of the Child-Parent Centers (CPC) program |
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Preschool education, educational attainment, and crime prevention: Contributions of cognitive and non-cognitive skills An investigation of the extent to which cognitive and non-cognitive skills account for the measured links between participation in preschool intervention and high school completion, highest grade completed, and incarceration history in early adulthood, using data from the Chicago Longitudinal Study |
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School adjustment of children at risk through fourth grade An article presenting a model of the factors influencing the school adjustment process. |
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School-based early childhood education and age-28 well-being: Effects by timing, dosage, and subgroups A longitudinal study of the relationship between level of participation in the Child-Parent Center (CPC) Education Program and select adult outcomes including years of schooling, socioeconomic status, health insurance coverage, and criminal activity, and an identification of the segments of the population for which variations in the above variables are most pronounced, based on a secondary analysis of a longitudinal dataset composed of information on over 1,400 individuals from Chicago |
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School-based early intervention and child well-being in the Chicago Longitudinal Study A longitudinal study of the effect of Chicago Child-Parent Centers (CPC) on the well-being of children, based on a sample of 1,539 low-income children participating in the Chicago Longitudinal Study (CLS) |
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Success in early intervention: The Chicago Child-Parent Centers |
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