Impacts and implications of the child-parent center preschool program

Research output: Chapter in Book/Report/Conference proceedingChapter

7 Scopus citations


Introduction Preschool programs are widely considered to be one of the most effective ways to enhance children's well-being (Reynolds, Wang, & Walberg, 2003). Their unique attraction is the documented evidence that programs high in quality have enduring effects and high economic returns. The prominent status of the early education field provides an opportunity to highlight recent findings and emerging research directions. Four questions have received renewed attention: Do the effects of large-scale public programs endure? Can these programs have an impact on broader health and well-being? What are the causal mechanisms that promote long-term effects? What is the evidence in support of cost effectiveness? What are the key principles for enhancing program effectiveness? In this chapter, we report findings from the Chicago Longitudinal Study of the Child-Parent Center (CPC) preschool program to address these questions and illustrate advances in the field for enhancing effectiveness. The CPC program is especially relevant to early childhood policy. As the second oldest federally funded preschool program, CPC has been implemented successfully in the Chicago public schools for four decades. In contrast to many others, the CPC program is a sustained intervention funded and administered through public schools. Funded by Title I of the Elementary and Secondary Education Act (now the No Child Left Behind Act), the program is also innovative in its approach to education. It blends an instructional philosophy of literacy and school readiness with intensive services for parents to strengthen the family-school relationship.

Original languageEnglish (US)
Title of host publicationChildhood Programs and Practices in the First Decade of Life
Subtitle of host publicationA Human Capital Integration
PublisherCambridge University Press
Number of pages20
ISBN (Electronic)9780511762666
ISBN (Print)9780521198462
StatePublished - Jan 1 2010

Bibliographical note

Publisher Copyright:
© Cambridge University Press 2010.


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