ED443532 PS028687
Title:
Success in Early Intervention: The Chicago Child-Parent Centers.
Author(s): Reynolds, Arthur J.
Pages: 261
Publication Date: 2000
Notes: Foreword by Edward Zigler.
ISBN: 0-8032-3936-X
Available from: Document Not Available from EDRS.
Availability: University of Nebraska Press, 233 North 8th
Street, Lincoln, NE 68588-0255; Tel: 800-755-1105 (Toll-Free); Tel:
402-472-3584; Fax: 800-756-1105 (Toll-Free); Fax: 402-472-6214;
Web site: http://www.nebraskapress.unl.edu (U.S., $50; United Kingdom,
34 Pounds Sterling).
Language: English
Document Type: Book (010); Reports--Descriptive (141); Reports--Evaluative
(142)
Geographic Source: U.S.; Wisconsin
Journal Announcement: RIEJAN2001
Although early
intervention programs have enjoyed popular and legislative support,
little hard data exist on the long-term consequences of these efforts.
This study examined the long-term effects of the Child-Parent Center
(CPC) program in Chicago. Begun in 1967, the program operates out
of 24 centers, located in proximity to the elementary schools they
serve. The program's unique features include mandatory parental
involvement and a single educational system spanning preschool through
third grade. This study examined a 1986 cohort of almost 1,200 CPC
children and a comparison group of low income children who were
followed through age 15. The findings demonstrate that established
large-scale early childhood programs can be successful for economically
disadvantaged children and promote positive school adjustment and
social behavior well into adolescence, and that contemporary programs
can be just as effective as in earlier decades. The duration of
program exposure was significantly associated with all measures
of social competence. At least 2 years of post-kindergarten intervention
were necessary to produce most lasting effects. However, early entry
was crucial for long-term effects to occur. The most consistent
long-term effects were to prevent grade retention and placement
in special education and to promote school achievement and consumer
skills. There were relatively modest effects on parent expectations
for children's educational attainment, parent satisfaction with
school, and parental involvement in school. Children in the highest
poverty neighborhoods benefited more from participation than children
in lower poverty settings. (Seven appendices include statistical
data tables and a list of child-parent centers. Contains approximately
200 references.) (KB)
Descriptors: *Academic Achievement; Comparative Analysis;
Compensatory Education; Delinquency; Disadvantaged; Early Childhood
Education; *Early Intervention; Educational Quality; Expectation;
Followup Studies; Interpersonal Competence; Longitudinal Studies;
*Parent Participation; Program Descriptions; *Program Effectiveness;
Program Evaluation; Special Education; Student Adjustment; Student
Motivation; *Young Children
Identifiers: *Chicago Child Parent Centers IL; Consumer Skills;
*Parent Child Centers
