Abstract
Although substantial investments in early childhood intervention have continued, whether gains are sustained past kindergarten for routinely implemented programs is a critical research need. Using data from the Chicago Longitudinal Study (CLS; N = 1539; 50.3% female; 92.9% African American and 7.1% Hispanic), an on-going investigation of the Child-Parent Center (CPC) program for an inner-city cohort, this study investigates the effects of program duration from preschool to 3rd grade on school outcomes and whether the effects differ by gender. Regression analyses are conducted to compare the differences in outcomes among intervention groups. Inverse probability weighting (IPW) is used to adjust for potential attrition and selection biases. Findings indicate that relative to the preschool plus kindergarten (P-K) group, participation from preschool through third grade (P-3) is significantly associated with better academic functioning at both 3rd and 8th grades, better classroom adjustment at 3rd grade, lower rates of retention and school mobility, and few years of special education. Relative to the preschool through second grade (P-2) group, the P-3 group has significantly higher academic functioning in third grade. Results suggest that the P-3 dosage is associated with larger effects on academic functioning for girls and larger effects on social-emotional functioning for boys compare to the P-K dosage. Findings suggest that receiving up to third grade (P-3) of an early childhood education program have associated with persistent effects on developmental outcomes compared to the dosages of P-K. Multi-year programs have the potential to sustain early childhood gains and promote healthy development via improving academic functioning and school experiences.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 285-298 |
| Number of pages | 14 |
| Journal | Children and Youth Services Review |
| Volume | 101 |
| DOIs | |
| State | Published - Jun 2019 |
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Keywords
- Child-Parent Center
- Dosage effects
- Early childhood education program
- Early childhood intervention
- Gender differences
- Preschool through third-grade intervention
Cite this
Dosage effects in the child-parent center PreK-to-3rd grade program : A Re-analysis in the Chicago longitudinal study. / Ou, Suh Ruu; Arteaga, Irma; Reynolds, Arthur J.
In: Children and Youth Services Review, Vol. 101, 06.2019, p. 285-298.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Dosage effects in the child-parent center PreK-to-3rd grade program
T2 - A Re-analysis in the Chicago longitudinal study
AU - Ou, Suh Ruu
AU - Arteaga, Irma
AU - Reynolds, Arthur J.
PY - 2019/6
Y1 - 2019/6
N2 - Although substantial investments in early childhood intervention have continued, whether gains are sustained past kindergarten for routinely implemented programs is a critical research need. Using data from the Chicago Longitudinal Study (CLS; N = 1539; 50.3% female; 92.9% African American and 7.1% Hispanic), an on-going investigation of the Child-Parent Center (CPC) program for an inner-city cohort, this study investigates the effects of program duration from preschool to 3rd grade on school outcomes and whether the effects differ by gender. Regression analyses are conducted to compare the differences in outcomes among intervention groups. Inverse probability weighting (IPW) is used to adjust for potential attrition and selection biases. Findings indicate that relative to the preschool plus kindergarten (P-K) group, participation from preschool through third grade (P-3) is significantly associated with better academic functioning at both 3rd and 8th grades, better classroom adjustment at 3rd grade, lower rates of retention and school mobility, and few years of special education. Relative to the preschool through second grade (P-2) group, the P-3 group has significantly higher academic functioning in third grade. Results suggest that the P-3 dosage is associated with larger effects on academic functioning for girls and larger effects on social-emotional functioning for boys compare to the P-K dosage. Findings suggest that receiving up to third grade (P-3) of an early childhood education program have associated with persistent effects on developmental outcomes compared to the dosages of P-K. Multi-year programs have the potential to sustain early childhood gains and promote healthy development via improving academic functioning and school experiences.
AB - Although substantial investments in early childhood intervention have continued, whether gains are sustained past kindergarten for routinely implemented programs is a critical research need. Using data from the Chicago Longitudinal Study (CLS; N = 1539; 50.3% female; 92.9% African American and 7.1% Hispanic), an on-going investigation of the Child-Parent Center (CPC) program for an inner-city cohort, this study investigates the effects of program duration from preschool to 3rd grade on school outcomes and whether the effects differ by gender. Regression analyses are conducted to compare the differences in outcomes among intervention groups. Inverse probability weighting (IPW) is used to adjust for potential attrition and selection biases. Findings indicate that relative to the preschool plus kindergarten (P-K) group, participation from preschool through third grade (P-3) is significantly associated with better academic functioning at both 3rd and 8th grades, better classroom adjustment at 3rd grade, lower rates of retention and school mobility, and few years of special education. Relative to the preschool through second grade (P-2) group, the P-3 group has significantly higher academic functioning in third grade. Results suggest that the P-3 dosage is associated with larger effects on academic functioning for girls and larger effects on social-emotional functioning for boys compare to the P-K dosage. Findings suggest that receiving up to third grade (P-3) of an early childhood education program have associated with persistent effects on developmental outcomes compared to the dosages of P-K. Multi-year programs have the potential to sustain early childhood gains and promote healthy development via improving academic functioning and school experiences.
KW - Child-Parent Center
KW - Dosage effects
KW - Early childhood education program
KW - Early childhood intervention
KW - Gender differences
KW - Preschool through third-grade intervention
UR - http://www.scopus.com/inward/record.url?scp=85064452223&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85064452223&partnerID=8YFLogxK
U2 - 10.1016/j.childyouth.2019.04.005
DO - 10.1016/j.childyouth.2019.04.005
M3 - Article
C2 - 31213731
AN - SCOPUS:85064452223
VL - 101
SP - 285
EP - 298
JO - Children and Youth Services Review
JF - Children and Youth Services Review
SN - 0190-7409
ER -