Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-mkpzs Total loading time: 0 Render date: 2024-12-22T04:03:39.007Z Has data issue: false hasContentIssue false

8 - The Child–Parent Center Preschool-to-Third-Grade Program

A School Reform Model to Increase and Sustain Learning Gains at Scale

from Part II - Continuity from Preschool to Third Grade

Published online by Cambridge University Press:  21 December 2018

Arthur J. Reynolds
Affiliation:
University of Minnesota
Judy A. Temple
Affiliation:
University of Minnesota
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Sustaining Early Childhood Learning Gains
Program, School, and Family Influences
, pp. 182 - 209
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Barton, P. E., Coley, R. J. (2009). Parsing the Achievement Gap II. Policy Information Report. Princeton, NJ: ETS.Google Scholar
Belfield, C. R. & Levin, H. M., (Eds.) (2007). The Price We Pay: Economic and Social Consequences of Inadequate Education. Washington, DC: Brookings Institution.Google Scholar
Bogard, K. & Takanishi, R. (2005). PK–3: An Aligned and Coordinated Approach to Education for Children 3 to 8 years old. Social Policy Report, XIX, No. III. Washington, DC: Society for Research in Child Developmena.Google Scholar
Boyd, W. L., & Crowson, R. L. (1993). Coordinated services for children: designing arks for storms and seas unknown. American Journal of Education, 101, 140179.Google Scholar
Braveman, P. & Gottlieb, L. (2014). The social determinants of health: it’s time to consider the causes of the causes. Public Health Reports, 129 (Suppl. 2), 1931.Google Scholar
Bronfenbrenner, U. (1989). Ecological systems theory. Annals of Child Development, 6, 187249.Google Scholar
Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S. & Easton, J. Q. (2010). Organizing Schools for Improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press.Google Scholar
Camilli, G., Vargas, S., Ryan, S. & Barnett, W. S. (2010). Meta-analysis of the effects of early education interventions on cognitive and social development. Teachers College Record, 112(3), 579620.Google Scholar
Conrad, K. J. & Eash, M. J. (1983). Measuring implementation and multiple outcomes in a Child–Parent Center compensatory education program. American Educational Research Journal, 20, 221236.Google Scholar
Currie, J., & Thomas, D. (2000). School quality and the longer-term effects of Head Start. The Journal of Human Resources, 35(4), 755774.CrossRefGoogle Scholar
Englund, M. M., White, B., Reynolds, A. J., Schweinhart, L. J. and Campbell, F. A. (2014). Health outcomes of early childhood interventions: A 3-study analysis, in Reynolds, A. J. et al. (Eds.), Health and Education in Early Childhood: Predictors, Interventions, and Policies. New York, NY: Cambridge.Google Scholar
Frank, L., Basch, E. & Selby, J. V. (2014). The PCORI perspective on patient-centered outcomes research. Journal of the American Medical Association, 312(15), 15131514.CrossRefGoogle ScholarPubMed
Government Accountability Office. (2015). Pay for Success: Collaboration among Federal Agencies Would Be Helpful as Governments Explore New Financing Mechanisms (GAO-15–646). Washington, DC.Google Scholar
Hayakawa, M., Englund, M. M., Warner-Richter, M. N. & Reynolds, A. J. (2013). The longitudinal process of early parent involvement on student achievement: a path analysis. National Head Start Association Dialog, 16, 103126.Google Scholar
Human Capital Research Collaborative. (2012). Program Requirement and Guidelines, Midwest Expansion of the Child–Parent Center Program, Preschool to Third Grade. Minneapolis, MI: Human Capital Research Collaborative. http://humancapitalrc.org/midwestcpc.Google Scholar
Human Capital Research Collaborative. (2014). Chicago’s Social Impact Bonds for Child–Parent Centers Expands a Proven School Reform Model. Minneapolis, MI: University of Minnesota. https://humancapitalrc.org/~/media/files/news/sib_chicago_summary.pdf?la=en.Google Scholar
Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement. Urban Education, 41(1), 82110.CrossRefGoogle Scholar
Lambert, R., Kim, D. & Burts, D. (2013). Technical Manual for the Teaching Strategies Gold Assessment System (2nd edn.). CEME Technical Report. Center for Educational Measurement & Evaluation, Charlotte: University of North Carolina.Google Scholar
Manning, M., Garvis, S., Fleming, C. & Wong, G. T. W. (2017, January). The relationship between teacher qualification and the quality of the early education and care environment. Campbell Systematic Reviews. DOI: 10.4073/csr.2017.1 (http://campbellcollaboration.org/library).CrossRefGoogle Scholar
National Assessment of Educational Progress. (2016). The Nation’s Report Card: 2015. Washington, DC: US Department of Education, National Center for Education Statistics.Google Scholar
O’Connell, M. E, Boat, T. & Warner, K. E. (Eds.). (2009). Preventing Mental, Emotional, and Behavioral Disorders among Young People: Progress and Possibilities. National Research Council. Washington, DC: National Academy Press.Google Scholar
Ou, S. & Reynolds, A. J. (2006). School-age services: Programs that extend the benefits of early care and education services, in Groark, C. J. et al. (Eds.), Evidence-Based Programs, Practices, and Policies for Early Childhood Care and Education (pp. 114134). Thousand Oaks, CA: Corwin Press.Google Scholar
Reynolds, A. J. (1994). Effects of a preschool plus follow-on intervention for children at risk. Developmental Psychology, 30, 787804.Google Scholar
Reynolds, A. J. (2012). Success in Early Intervention: The Chicago Child–Parent Centers. Lincoln, NE: University of Nebraska Press (Reprinted from 2000).Google Scholar
Reynolds, A. J., Hayakawa, M, Candee, A. J. & Englund, M. M. (2016). CPC-P–3 Program Manual: Child–Parent Center Preschool–3rd Grade Program. Minneapolis, MI: University of Minnesota.Google Scholar
Reynolds, A. J., Hayakawa, M., Ou, S. et al. (2017). Scaling and sustaining effective early childhood programs through school-family-community collaboration. Child Development, 88(5), 14531465.Google Scholar
Reynolds, A. J., Magnuson, K. & Ou, S. (2010). PK-3 programs and practices: A review of research. Children and Youth Services Review, 32, 11211131.Google Scholar
Reynolds, A. J., Richardson, B. A., Hayakawa, M., et al. (2014). Association of a full-day versus part-day preschool intervention with school readiness, attendance, and parent involvement. JAMA, 312(20): 21262134.Google Scholar
Reynolds, A. J., Richardson, B. A., Hayakawa, M., et al. (2016). Multi-site expansion of an early childhood intervention and school readiness. Pediatrics, 137(7). doi: 10.1542/peds.2015-4587Google Scholar
Reynolds, A. J. & Temple, J. A. (2008). Cost-effective early childhood development programs from preschool through third grade, Annual Review of Clinical Psychology, 4, 109139.Google Scholar
Reynolds, A. J. & Temple, J. A. (1998). Extended early childhood intervention and school achievement: Age 13 findings from the Chicago Longitudinal Study. Child Development, 69, 231246.Google Scholar
Reynolds, A. J., Temple, J. A., Ou, S. Arteaga, I. A. & White, B. A. B. (2011a). School-based early childhood education and age-28 well-being: effects by timing, dosage, and subgroups. Science, 333(6040), 360364.Google Scholar
Reynolds, A. J., Temple, J. A., Robertson, D. L. & Mann, E. A. (2001). Long-term effects of an early childhood intervention on educational achievement and juvenile arrest: a 15-year follow-up of low-income children in public schools. Journal of the American Medical Association, 285, 23392346.Google Scholar
Reynolds, A. J., Temple, J. A., Robertson, D. L. & Mann, E.A. (2002). Age 21 cost–benefit analysis of the Title I Chicago Child–Parent Centers. Education Evaluation and Policy Analysis, 24, 267303.Google Scholar
Reynolds, A. J., Temple, J. A., White, B. A., Ou, S. & Robertson, D. L. (2011b). Age-26 cost–benefit analysis of the Child–Parent Center education program. Child Development, 82, 782804.Google Scholar
Rury, J. L. (2016). Education and Social Change: Contours in the History of American Schooling (5th edn.). New York, NY: Routledge.Google Scholar
Rutter, M. & Rutter, M. (1993). Developing Minds: Challenge and Continuity across the Life Span. New York, NY: Basic Books.Google Scholar
See, B. H. & Gorard, S. (2015). The role of parents in young people’s education – a critical review of the causal evidence. Oxford Review of Education, 41(3): 346366.Google Scholar
Spoth, R., Rohrbach, L. A., et al. (2013). Addressing core challenges for the next generation of Type 2 translation research and systems: The translation science in population impact (TSci Impact) framework. Prevention Science, 14, 319351.Google Scholar
Sweet, M. A. & Appelbaum, M. I. (2004). Is home visiting an effective strategy: a meta-analytic review of home visiting programs for families with young children. Child Development, 75, 14351456.Google Scholar
Takanishi, R. (2016). First Things First! Creating the New American Primary School. New York, NY: Teachers College Press.Google Scholar
Takanishi, R. & Kauerz, K. (2008). PK inclusion: getting serious about a P–16 education system. Phi Delta Kappan, 89(7), 480487.Google Scholar
Temple, J. A. & Reynolds, A. J. (2015). Using benefit–cost analysis to scale up early childhood programs through Pay for Success financing. Journal of Benefit–Cost Analysis, 6(3), 628653.Google Scholar
US Senate. (1967). Elementary and Secondary Education Act of 1965 (Report No. 146, pp. 1146–1461). Washington, DC: Author.Google Scholar
Zigler, E., Gilliam, W. S. & Jones, S. M. (2006). A Vision for Universal Preschool Education. New York, NY: Cambridge University Press.Google Scholar
Zigler, E. & Styfco, S. J. (1993). Head Start and Beyond: A National Plan for Extended Childhood Intervention. New Haven, CT: Yale University Press.Google Scholar
Zigler, E. & Trickett, P. K. (1978). IQ, social competence, and the evaluation of early childhood intervention programs. American Psychologist, 33, 789798.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×