4Children children's centres interim impact report: What impact do our centres have on the lives and outcomes of children and families?
An examination of service provision in and outcomes for communities served by 4 children's centers, which offer integrated, comprehensive early childhood and family services in England, based on analyses of administrative data and inspection reports
Reports & Papers
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
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
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
Anchors away! Implementing program-wide positive behavior supports at the Visiting Nurses Association Child Care and Family Resource Center
An account of the implementation of the use of positive behavior support (PBS) by early childhood workers in a child care and preschool setting that provides integrated health and education services to children of low- to moderate-income families in New Hampshire, including a discussion of challenges of program development and teacher training
Reports & Papers
Annual evaluation report: Clayton Educare: 2009-10 school year
A study of classroom quality, parenting experiences, and children's cognitive, language, and socioemotional development in Clayton Educare, a program in Denver, Colorado, offering center-based and home visiting services to children and families from pregnancy to age 5, based on classroom observations, direct child assessments, and parent and teacher surveys
Reports & Papers
Annual evaluation report: Clayton Educare: 2009-10 school year [Executive summary]
A summary of a study of classroom quality, parenting experiences, and children's cognitive, language, and socioemotional development in Clayton Educare, a program in Denver, Colorado, offering center-based and home visiting services to children and families from pregnancy to age 5, based on classroom observations, direct child assessments, and parent and teacher surveys
Executive Summary
The application of a family-based multi-tiered system of support
An account of the implementation of a multi-tiered system of support (MTSS) to promote the use of Positive Behavior Support (PBS) by families with young children, and a study of the feasibility of such an intervention system
Reports & Papers
Assessing the evidence of effectiveness of home visiting program models implemented in tribal communities: Final report
A review of research on the effectiveness of home visiting programs for pregnant women or families with children from birth to age 5 in tribal communities or with samples that included substantial proportions of American Indian and Alaska Native participants
Literature Review
Assessing the impact of pediatric-based developmental services on infants, families, and clinicians: challenges to evaluating the Healthy Steps program
A description of the design, site characteristics, and sample used in the Healthy Steps program evaluation
Reports & Papers
Barriers to addressing family mediators of literacy, employability, and substance abuse: How Head Start programs collaborate to meet their families' needs
An analysis of data collected from a national survey, examining the barriers to helping Head Start families receive services and the success of collaborations between Head Start and service providers in meeting family needs
Reports & Papers
Better strategies for babies: Strengthening the caregivers and families of infants and toddlers
An overview of state and local efforts to provide assistance to low income parents, currently in or moving into the workforce, in the areas of infant and toddler child care, healthy parent child relationships, and economic security
Fact Sheets & Briefs
Birth to three matters: Supporting the framework of effective practice
An overview of the Birth to Three Matters framework for Sure Start, part of the Government’s strategy to increase childcare provision and is intended to support practitioners concerned with the care and education of babies and young children from birth to three
Other
Building culturally & linguistically competent services to support young children, their families, and school readiness
A guide to help communities build culturally and linguistically competent services within preschools to increase the rate of young children's school readiness
Other
Buildings in Sure Start local programmes
A description of the physical infrastructure utilized by Sure Start Local Programs (SSLPs), based on a survey of 60 SSLPs randomly selected from each Government Office Region
Reports & Papers
Buildings in Sure Start local programmes [Executive summary]
A summary of a description of the physical infrastructure utilized by Sure Start Local Programs (SSLPs), based on a survey of 60 SSLPs randomly selected from each Government Office Region
Executive Summary
Building a strong foundation for school success: Kentucky's early childhood continuous assessment guide
A presentation of the framework of the system developed to measure outcomes of programs, supported through Kentucky’s KIDS NOW early childhood initiative, in the areas of assuring maternal and child health, supporting families, enhancing early care and education, and establishing a support structure, with a focus on the development and content of recommended guidelines and practices in screening, diagnostic, classroom/instructional and program evaluation assessment
Other
Building system capacity: Improving infant and early childhood mental health in Philadelphia
An overview of a stakeholder symposium convened by the Philadelphia Infant and Early Childhood Mental Health Initiative, a collaborative project of Zero To Three (ZTT) and the Delaware Valley Group-World Association for Infant Mental Health (DVG-WAIMH), and Philadelphia Citizens for Children and Youth (PCCY), with a goal of the improvement of early childhood mental health in Philadelphia, Pennsylvania
Other
Caring for the children of teen parents
An article describing the Teen Tot Clinic, an early intervention program that offers comprehensive services to teenage parents
Other
Changing cognitions in parents of two-year-olds attending Scottish Sure Start centres
A study of a preschool intervention's effect on disadvantaged parents' expectations of their children, perception of their role as parents, and parental redefinition, based on the perceptions of 88 intervention parent participants, a comparison group of 55 parents, and 30 interviews with parents from 20 centers
Reports & Papers
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
Reports & Papers
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.
Data Sets
Chicago Longitudinal Study, 1986-1989 Resource Guide
This user guide provides a brief description of the Chicago Longitudinal Survey (CLS), including data collection methods, available variables, and sample information. To locate additional information on this study, please refer to the User Guide.
Other
Child care and parenting education within drug treatment programs for pregnant and parenting women
A discussion of the importance of, and issues involved in, incorporating child care and parent education into drug abuse treatment programs for mothers and pregnant women
Other
Child care and preventing child maltreatment
An exploration of the logistics and implications of family support social service programs and their role in preventing child abuse and neglect
Other
