Abstract
The Chicago Longitudinal Study investigates the life course development of 1539 children (93% African American and 7% Hispanic) who were born in 1979-1980, grew up in the highest-poverty neighborhoods in Chicago, and attended early childhood intervention programs beginning in preschool. The goals of the study are to determine the effects of participation in the Child-Parent Center Program, document patterns of child and family well-being over time and identify child, family, school and community factors that can promote children's well being. We describe major intervention findings of the study and summarize the contributions of a variety of personal, family, and school experiences in promoting long-term educational and social success.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1-14 |
| Number of pages | 14 |
| Journal | Children and Youth Services Review |
| Volume | 26 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2004 |
Bibliographical note
Funding Information:Preparation of this paper was supported by grants from the National Institute of Child Health and Human Development (No. R01HD34294) and the U.S. Department of Education's Office of Educational Research and Improvement (No. R305T990477). We thank the Chicago Public Schools, Juvenile Justice Division in the Circuit Court of Cook County, Illinois Department of Child and Family Services, Chapin Hall Center for Children at the University of Chicago, and the City Colleges of Chicago for cooperation and assistance in data collection.
Keywords
- Child development
- Child well-being
- Education
- Longitudinal research
- Poverty