Alterable predictors of child well-being in the Chicago longitudinal study

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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 languageEnglish (US)
Pages (from-to)1-14
Number of pages14
JournalChildren and Youth Services Review
Volume26
Issue number1
DOIs
StatePublished - Jan 2004

Keywords

  • Child development
  • Child well-being
  • Education
  • Longitudinal research
  • Poverty

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