Multi-Site Expansion of an Early Childhood Intervention and School Readiness

School Performance in Third Grade After a Full-Day vs Part-Day Preschool Program

This study assesses whether learning gains associated with full-day preschool were sustained through third grade by analyzing achievement scores and need for remediation.

Is more child-initiated always better? Exploring relations between child-initiated instruction and preschoolers' school readiness

Although research suggests that the use of child-initiated vs. teacher-directed instructional practices in early childhood education has implications for learning and development, the precise nature of these effects remains unclear. Using data from the Midwest Child-Parent Center (CPC) Expansion Project, the present study examined the possibility that a blend of child- and teacher-directed practices best promotes school readiness among preschoolers experiencing high levels of sociodemographic risk and explored whether the optimal blend varies based on child characteristics. Sixty-two CPC preschool teachers reported their instructional practices throughout the year, using a newly developed questionnaire - the Classroom Activity Report (CAR). The average reported proportion of child-initiated instruction was examined in relation to students' end-of-year performance on a routine school readiness assessment (N = 1,289). Although there was no main effect of child-initiated instruction on school readiness, there was a significant interaction between instruction and student age. Four-year-olds' school readiness generally improved as the proportion of child-initiated time increased, while three-year-olds showed a U-shaped pattern. The present findings add to the evidence that child-initiated instruction might support preschoolers' school readiness, although they also suggest this relation may not always be linear. They also point to the importance of examining instructional strategies in relation to student characteristics, in order to tailor strategies to the student population. The CAR has potential as a brief, practical measurement tool that can support program monitoring and professional development.

Does early childhood education enhance parental school involvement in second grade?: Evidence from Midwest Child-Parent Center Program

This paper examines the impact on parent involvement in second grade in the Midwest Child-Parent Centers (MCPC), a high-quality preschool-to-third-grade school reform model. A new focus of research on early childhood programs is understanding how early childhood learning gains can be sustained. Two-generation programs that provide diverse family services may be one approach. The MCPC expansion was implemented for a cohort of over 2000 Chicago and Saint Paul students beginning in preschool. Based on a comparison of the program and usual-service comparison groups matched at the school level via propensity scores, ratings were obtained for a subset of the sample by teachers and parents on parent involvement in school in second grade. After accounting for potential attrition bias via multiple imputation and propensity score weighting, results indicated that MCPC participation was associated with significantly higher parent involvement in school at the end of second grade both in the aggregate sample (Effect Size = 0.19 SD) and in Chicago (ES = 0.24). Differences in Saint Paul, however, were small (ES = 0.15) and not statistically significant. Robustness testing using different model specifications revealed similar results. Implications for assessing and sustaining early childhood learning gains are discussed with a focus on recognizing that parental involvement is an integral component of high-quality programs.

Reducing poverty and inequality through preschool-to-third-grade prevention services

The contributions of psychology to the development and evaluation of preschool-to-third-grade prevention programs are analyzed with an emphasis on poverty alleviation through implementation of effective services for a greater number of children. The need to alleviate poverty and increase economic success is high. Early childhood programs have been found to be an effective strategy for promoting educational success and economic well-being, but the availability of high quality programs that are aligned and integrated with schools across the learning continuum is limited. Psychology has made major contributions to knowledge and practice in (a) defining and evaluating educational enrichment and (b) understanding mechanisms of behavioral change. As an empirical illustration of these contributions for enhancing economic well-being, we report new midlife income data in the Child-Parent Centers, a preschool-to-third-grade program that integrates the two major contributions to improve life course outcomes. Based on a well-matched alternative-intervention design with high sample retention (86%; N = 1,329), findings indicate that participation was associated with a 25% increase in average annual income at age 34 years ($22,708 vs. $18,130; p < .01). Graduates were also more likely to be in the top income quartile (≥$27,500; 30.7% vs. 20.2%; p < .01). Most of the main effects were explained by cognitive, school, and family factors, though further corroboration is needed. Implications for strengthening the impacts of early childhood programs as an avenue for increasing well-being and reducing inequality emphasize redressing ecological barriers, improving continuity and alignment with other strategies, and implementing effectiveness elements widely. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Socio-Emotional Learning among Low-Income Prekindergarteners: The Roles of Individual Factors and Early Intervention

RESEARCH FINDINGS

Previous research has indicated that low-income children are at increased risk for socio-emotional problems, which may contribute to socioeconomic disparities in wellbeing and academic achievement. The present study examines socio-emotional learning (SEL) across the prekindergarten year in a low-income, racially and ethnically diverse sample of Chicago Public School students (N=2,630). The sample included participants of the Child-Parent Center early educational intervention program (N=1,724) and a propensity-score matched comparison group (N=906). At the beginning of the prekindergarten year, teachers rated boys and lower income participants as having relatively lower SEL skills, and CPC participants and older children as having slightly higher SEL skills. Over time, CPC participants exhibited significantly greater rates of SEL growth, ending the prekindergarten year with teacher-rated SEL scores that were an average 10.30% higher than control participants. There were no significant differences in SEL growth over time by sex or family income.

PRACTICE AND POLICY IMPLICATIONS

Multicomponent, school-based early intervention programs (e.g., CPC) have the potential to promote SEL among at-risk populations.

Dimensionality and Predictive validity of the Classroom Learning Activities Checklist in Prekindergarten

The Classroom Learning Activities Checklist (CLAC) is a brief classroom observation measure that assesses task-oriented and self-regulated learning in early childhood environments. We assessed the tool's dimensionality and validity in predicting prekindergarten (PreK) learning gains. The study sample is from the Midwest Child-Parent Center (MCPC) program, an evidence-based PreK-3rd grade school reform model providing comprehensive educational and family support services. Data from 1358 enrolled students in 72 observed classrooms indicated that a 2-factor model-instructional responsiveness and student engagement-explained 50% of the variance in item scores. Evidence for construct validity was strong. Linear and probit regression analyses indicated that CLAC scores independently predicted learning gains in literacy (ES = .34 SD) and math (ES = .30 SD) on the Teaching Strategies Gold Assessment System, a standardized performance assessment. Findings support the validity of the CLAC in assessing the classroom learning environment. Implications for program monitoring, evaluation, and professional development are discussed.

Early childhood child care and disruptive behavior problems during adolescence: a 17-year population-based propensity score study

BACKGROUND

Child-care services during early childhood provide opportunities for social interactions that may facilitate children's learning of acceptable social behaviors. Furthermore, they may reduce exposure to family adversity for some children. The aim of this study was to determine whether intensity of exposure to child-care services prior to age 5 years has a beneficial effect on disruptive behavior problems during adolescence, and whether the effect is more pronounced for children from low socioeconomic families.

METHODS

N = 1,588 participants from the Québec Longitudinal Study of Child Development were assessed 14 times from 5 months to 17 years. Intensity of child-care exposure was measured from 5 months to 5 years of age. Main outcomes were self-reported physical aggression and opposition from age 12 to 17 years. Family socioeconomic status (SES) was measured at 5 months. Factors explaining differences in child-care use were controlled using propensity score weights (PSW).

RESULTS

Children exposed to moderate-intensity child-care services (part-time child-care services before 1½ years and full time afterward) reported lower levels of physical aggression (d = -.11, p = .056) and opposition (d = -.14, p = .029) during adolescence compared to children exposed to low-intensity child-care services. A significant child care by SES interaction (p = .017) for physical aggression indicated that the moderate-intensity child-care effect was specific to children from low SES families (d = -.36, p = .002). No interaction with socioeconomic status was found for opposition.

CONCLUSIONS

Moderate-intensity child-care services from infancy to school entry may prevent disruptive behavior during adolescence, especially for disadvantaged children.

School-Age Developmental and Educational Outcomes Following Cardiac Procedures in the First Year of Life: A Population-Based Record Linkage Study

The purpose of the study was to evaluate school-age developmental and educational outcomes for children with and without a cardiac procedure in the first year of life to improve understanding of longer-term neurodevelopmental outcomes in children who have had a cardiac procedure for congenital heart disease, the most common serious congenital anomaly. A population-based cohort study using record linkage of state-wide data was undertaken, evaluating children born in New South Wales, Australia, 2001-2007. Those with and without a cardiac procedure in the first year of life with a linked developmental (Australian version Early Development Instrument testing result, age 4-6 years) and/or educational outcome (Australian National Assessment Program result, age 7-9 years) were included. Perinatal, perioperative and sociodemographic factors were examined using multivariable logistic regression models. Of 468,329 eligible children, 768 had a cardiac procedure in the first year of life and 582 were included. For those with a cardiac procedure and developmental outcome (n = 260), 13.1% were classified as having 'special needs' compared to 4.4% without a cardiac procedure. Of those with an educational outcome, after adjusting for perinatal, perioperative and demographic variables, children with a cardiac procedure (n = 396) were twice as likely to score below National Minimum Standard in school literacy and numeracy tests compared to their peers. Significant predictors included low birthweight, parent not completing school and having > 4 re-hospitalisations in their first six years. The developmental and educational trajectory of children who have had a cardiac procedure in their first year remains altered into primary school years. While perioperative factors did not impact outcomes, ongoing health and sociodemographic factors were important in identifying those children at greatest risk.

The Power of P-3 School Reform

Arthur Reynolds describes the significance, development, and effects of preschool to 3rd grade approaches. This school reform strategy integrates services and supports transitions, thereby increasing achievement, sustaining gains, and realistically reducing achievement gaps. Evidence from the Child-Parent Center (CPC) program is reviewed to illustrate key principles, strategies, and elements. Data from the Chicago Longitudinal Study and the more recent Midwest CPC expansion show that the program is effective in enhancing the transition to school and promoting longer-term well-being.

Scaling and Sustaining Effective Early Childhood Programs Through School-Family-University Collaboration

We describe the development, implementation, and evaluation of a comprehensive preschool to third grade prevention program for the goals of sustaining services at a large scale. The Midwest Child–Parent Center (CPC) Expansion is a multilevel collaborative school reform model designed to improve school achievement and parental involvement from ages 3 to 9. By increasing the dosage, coordination, and comprehensiveness of services, the program is expected to enhance the transition to school and promote more enduring effects on well‐being in multiple domains. We review and evaluate evidence from two longitudinal studies (Midwest CPC, 2012 to present; Chicago Longitudinal Study, 1983 to present) and four implementation examples of how the guiding principles of shared ownership, committed resources, and progress monitoring for improvement can promote effectiveness. The implementation system of partners and further expansion using “Pay for Success” financing shows the feasibility of scaling the program while continuing to improve effectiveness.

The title for this Special Section is Bringing Developmental Science into the World, edited by Roberta Michnick Golinkoff, Kathy Hirsh‐Pasek, Rachel Grob, and Mark Schlesinger

Processes of Early Childhood Interventions to Adult Well-Being

This article describes the contributions of cognitive-scholastic advantage, family support behavior, and school quality and support as processes through which early childhood interventions promote well-being. Evidence in support of these processes is from longitudinal cohort studies of the Child-Parent Centers and other preventive interventions beginning by age 4. Relatively large effects of participation have been documented for school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attainment, and crime prevention. The three processes account for up to half of the program impacts on well-being. They also help to explain the positive economic returns of many effective programs. The generalizability of these processes is supported by a sizable knowledge base, including a scale up of the Child-Parent Centers.