Measuring Implementation and Multiple Outcomes in a Child Parent Center Compensatory Education Program

Conrad, Kendon J.; Eash, Maurice J.

doi:10.3102/00028312020002221

Cited by 20 publications

(6 citation statements)

References 14 publications

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“…These outcomes are suggestive of sizable economic benefits to participants and society. Studies of other CPC cohorts have found similar patterns of effects (Conrad & Eash, 1983;Fuerst & Fuerst, 1993).…”

mentioning

confidence: 62%

Age 21 Cost-Benefit Analysis of the Title I Chicago Child-Parent Centers

Reynolds¹,

Temple

Robertson³

et al. 2002

Educational Evaluation and Policy Analysis

275

242

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We conducted the first cost-benefit analysis of a federally financed, comprehensive early childhood program. The Title I Chicago Child-Parent Centers are located in public schools and provide educational and family support services to low-income children from ages 3 to 9. Using data from a cohort of 1,539 program and comparison-group children born in 1980 who participate in the Chicago Longitudinal Study, measures of program participation were significantly associated with greater school achievement, higher rates of high school completion, and with significantly lower rates of remedial education services, juvenile delinquency, and child maltreatment. Economic analyses indicated that the measured and projected economic benefits of preschool participation, school-age participation, and extended program participation exceeded costs. In present-value 1998 dollars, the preschool program provided a return to society of $7.14 per dollar invested by increasing economic well-being and tax revenues, and by reducing public expenditures for remedial education, criminal justice treatment, and crime victims. The extended intervention program (4 to 6 years of participation) provided a return to society of $6.11 per dollar invested while the school-age program yielded a return of $1.66 per dollar invested. Findings demonstrate that an established public program can provide benefits that far exceed costs. Key elements of CPC program effectiveness include an instructional focus on literacy, opportunities for intensive parent involvement, and implementation by well-trained staff within a single administrative system.

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mentioning

confidence: 62%

Age 21 Cost-Benefit Analysis of the Title I Chicago Child-Parent Centers

Reynolds¹,

Temple

Robertson³

et al. 2002

Educational Evaluation and Policy Analysis

275

242

View full text Add to dashboard Cite

show abstract

“…Un-like most other early childhood programs, the CPC program provides up to 6 years of continuous intervention. It emphasizes three major features: the provision of comprehensive services, parental involvement in school, and a child-centered focus on reading/literacy skills (for implementation history, see Chicago Public Schools, 1985Schools, , 1987Conrad & Eash, 1983;and Reynolds, 1994).…”

Section: Child-parent Center and Expansion Programmentioning

confidence: 99%

“…Nevertheless, the instructional objectives were similar between program and comparison groups in that language arts (especially reading comprehension) were emphasized, as well as mathematics, social studies, science, art, and music as specified in the Chicago comprehensive reading program guide. Overall, the CPC primary grade program provides a variety of educational resources to help children make a successful transition from kindergarten (see Conrad & Eash, 1983;Reynolds, 1994).…”

Section: Child-parent Center and Expansion Programmentioning

confidence: 99%

Extended Early Childhood Intervention and School Achievement: Age Thirteen Findings from the Chicago Longitudinal Study

1998

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We evaluated the effects of participation in an extended program of compensatory education for 559 low-income, inner-city African American children up to seventh grade. The intervention is the federal and state-funded Chicago Child-Parent Center and Expansion Program, which began in 1967. Groups included 426 children who participated in the program from preschool to grades 2 or 3 and 133 children whose participation ceased in kindergarten. After taking into account initial differences in achievement at kindergarten entry and at the end of kindergarten, and after taking into account sample selection bias, program participation for 2 or 3 years after preschool and kindergarten was associated with significantly higher reading achievement up to seventh grade and with lower rates of cumulative grade retention and special education placement (4 to 5 years postprogram). Children participating in the follow-on program for 3 years had significantly higher reading achievement in seventh grade and a lower rate of grade retention than 3 year participants. Only 3 year participants had significantly higher math achievement than the comparison group. Study findings provide rare longitudinal evidence of the beneficial effects of a large-scale community-based program of extended early childhood intervention.

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“…The school-community representative organizes parental school involvement and school recruitment activities, and visits families in their home (at least once). These services have consistently been implemented with success, based on extensive classroom observations and interviews (see Ghicago Public Schools, 1987;Gonrad & Eash, 1983;Reynolds, 1994, for details).…”

Section: Child Parent Center Programmentioning

confidence: 99%

Cognitive and Family-Support Mediators of Preschool Effectiveness: A Confirmatory Analysis

Reynolds¹,

Mavrogenes²,

Bezruczko³

et al. 1996

Child Development

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Investigated in this study were the mediators of the effects of preschool intervention on children's school achievement in sixth grade. A confirmatory structural model developed in a previous study of third graders was tested with 360 low-income, mostly black children who were available at the 3-year follow-up. The model incorporated cognitive readiness at kindergarten entry and parent involvement in school (rated by teachers and parents) as primary mediators of preschool effectiveness. In sixth grade (age 12), preschool participation at ages 3 or 4 was significantly associated with higher reading achievement, higher math achievement, and with lower incidence of grade retention. Cognitive readiness and parent involvement in school significantly mediated the estimated effects of preschool participation on school achievement and grade retention 7 years postprogram. Teacher ratings of school adjustment, school mobility, and grade retention also contributed to the transmission of effects. This integrated model fit the data better than several alternative models, including those based on the cognitive-advantage and family-support hypotheses.

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Measuring Implementation and Multiple Outcomes in a Child Parent Center Compensatory Education Program

Cited by 20 publications

References 14 publications

Age 21 Cost-Benefit Analysis of the Title I Chicago Child-Parent Centers

Age 21 Cost-Benefit Analysis of the Title I Chicago Child-Parent Centers

Extended Early Childhood Intervention and School Achievement: Age Thirteen Findings from the Chicago Longitudinal Study

Cognitive and Family-Support Mediators of Preschool Effectiveness: A Confirmatory Analysis

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