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
Abstract
Context Most studies of the long-term effects of early childhood educational interventions are of demonstration programs rather than large-scale public programs. Previous studies of one of the oldest federally funded preschool programs have reported positive effects on school performance, but effects on educational attainment and crime are unknown. Objective To determine the long-term effectiveness of a federal center-based preschool and school-based intervention program for urban low-income children. Design, setting, and participants Fifteen-year follow-up of a nonrandomized, matched-group cohort of 1539 low-income, mostly black children born in 1980 and enrolled in alternative early childhood programs in 25 sites in Chicago, Ill. Interventions The Chicago Child-Parent Center (CPC) Program (n = 989 children) provides comprehensive education, family, and health services and includes half-day preschool at ages 3 to 4 years, half- or full-day kindergarten, and school-age services in linked elementary schools at ages 6 to 9 years. The comparison group (n = 550) consisted of children who participated in alternative early childhood programs (full-day kindergarten): 374 in the preschool comparison group from 5 randomly selected schools plus 2 others that provided full-day kindergarten and additional instructional resources and 176 who attended full-day kindergartens in 6 CPCs without preschool participation. Main outcome measures Rates of high school completion and school dropout b…
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The Chicago Child-Parent Center evaluation found lower rates of arrest for adolescents and emerging adults twenty-four years after participation (17% vs. 25%, p<0.01).
“An evaluation of the Chicago Child-Parent Center (CPC) using a quasi-experimental study design also found lower rates of arrest for adolescents and emerging adults twenty-four years after their participation in the program (17% vs. 25%, p<0.01).”
From Community investment interventions as a means for decarceration: A scoping review (2022) · cites this paper as [21]
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- Authors
- Reynolds, A. J., Temple, J. A., Robertson, D. L., & Mann, E. A.
- Affiliations
- University of Wisconsin–Madison (US)
- Venue
- JAMA
- Publisher
- American Medical Association (AMA)
- Published
- 2001-05-09
- Volume
- 285
- Issue
- 18
- Pages
- 2339
- ISSN
- 0002-9955 (ISSN-L)
- 0098-7484
- OpenAlex
- W2144362243
- Cited by
- 846
- References
- 1
- Citations by year
- 2026: 9 · 2025: 23 · 2024: 12 · 2023: 16 · 2022: 19 · 2021: 24 · 2020: 27 · 2019: 39 · 2018: 37 · 2017: 27 · 2016: 44 · 2015: 43 · 2014: 41 · 2013: 32 · 2012: 39
- FWCI
- 178.37
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- JAMA (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01HD34294, R01HD034294)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Safety Research › Youth Development and Social Support
- Keywords
- early childhood intervention, preschool programs, long-term effects, educational attainment, high school graduation, school dropout, juvenile arrests, violent crime, school retention, special education placement, low-income children, urban children, gender differences, full-day kindergarten, government programs, Chicago, 15-year follow-up
- MeSH terms
- Adolescent, Chicago, Child, Crime, Educational Status, Female, Follow-Up Studies, Humans, Longitudinal Studies, Male, Poverty, Early Intervention, Educational
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