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Extended early childhood intervention and school achievement: Age 13 findings from the Chicago longitudinal study

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  • A. J. Reynolds
  • J. A. Temple

Abstract

We evaluated the effects of participation in an extended program of compensatory education for a large sample of inner-city black children up to the seventh grade. The intervention is the Chicago Child-Parent Center and Expansion Program. Groups included 426 children who participated in the program from preschool to grades 2 or 3 and 133 school-stable children whose participation ceased in kindergarten. After taking into account initial differences in both the level and the growth rate of achievement, frequency of school mobility after the program, and sample selection bias, program participation for two or three years after preschool and kindergarten is positively associated with reading and math achievement in grade 7 and negatively associated with cumulative grade retention four years after the end of the program. Study findings provide rare longitudinal evidence from an established program concerning the effects of extending compensatory education into the primary grades.

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Paper provided by University of Wisconsin Institute for Research on Poverty in its series Institute for Research on Poverty Discussion Papers with number 1095-96.

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Handle: RePEc:wop:wispod:1095-96

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  1. Heckman, James, 2013. "Sample selection bias as a specification error," Applied Econometrics, Publishing House "SINERGIA PRESS", vol. 31(3), pages 129-137.
  2. Thomas, D. & Currie, J., 1993. "Does Head Start Make a Difference?," Papers 694, Yale - Economic Growth Center.
  3. Becker, William E & Walstad, William B, 1990. "Data Loss from Pretest to Posttest as a Sample Selection Problem," The Review of Economics and Statistics, MIT Press, vol. 72(1), pages 184-88, February.
  4. W. Steven Barnett, 1992. "Benefits of Compensatory Preschool Education," Journal of Human Resources, University of Wisconsin Press, vol. 27(2), pages 279-312.
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Cited by:
  1. J. A. Temple & A. J. Reynolds & W. T. Miedel, . "Can Early Intervention Prevent High School Dropout? Evidence from the Chicago Child-Parent Centers," Institute for Research on Poverty Discussion Papers 1180-98, University of Wisconsin Institute for Research on Poverty.
  2. Barnard, Wendy Miedel, 2004. "Parent involvement in elementary school and educational attainment," Children and Youth Services Review, Elsevier, vol. 26(1), pages 39-62, January.
  3. Susanna Loeb & Margaret Bridges & Bruce Fuller & Russ Rumberger & Daphna Bassok, 2005. "How Much is Too Much? The Influence of Preschool Centers on Children's Social and Cognitive Development," NBER Working Papers 11812, National Bureau of Economic Research, Inc.
  4. James J. Heckman & Tim Kautz, 2013. "Fostering and Measuring Skills: Interventions That Improve Character and Cognition," NBER Working Papers 19656, National Bureau of Economic Research, Inc.
  5. R. Riportella-Muller, . "Consumer Perspectives on Medicaid Managed Care: Comparing Rural and Urban Enrollees," Institute for Research on Poverty Discussion Papers 1178-98, University of Wisconsin Institute for Research on Poverty.
  6. Schady, Norbert, 2006. "Early childhood development in Latin America and the Caribbean," Policy Research Working Paper Series 3869, The World Bank.
  7. Juan Manuel Guío & Álvaro Choi, 2013. "Evolution of the school failure risk during the 2000 decade in Spain: analysis of Pisa results with a two-level logistic model," Working Papers 2013/17, Institut d'Economia de Barcelona (IEB).

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