Effects of Extended Early Childhood Intervention: Early Adult Findings from the Child-Parent Centers Arthur J. Reynolds, Judy A. Temple, & Suh-Ruu Ou, University of Minnesota Society for Research in Child Development March 30, 2007, Boston, MA.

What is PK-3 Education? Programs Planned interventions and services beginning during any of the first 5 years of life and continue up to third grade Practices Elements of PK-3 programs such as preschool, full-day kindergarten, class sizes, parent involvement.

Rationale for PK-3 Help sustain effects of preschool and kindergarten programs Promote better early transitions Improve continuity of development Greater “dosage” will help children at risk

Key Principles of PK-3 Programs Continuity: Promoting consistency Organization: Staffing, leadership, services Instruction: Aligning curriculum, encouraging communication Family support services

PK-3 Programs Head Start/Follow Through Key: Home-school resource teacher Child-Parent Centers Key: organization and services Abecedarian Project Key: Home-school resource teacher Head Start-Public School Transition Key: Family service coordinator, services

Child-Parent Centers Foci Basic Skills: Language, Numeracy, Listening Structured Learning Activities Language and literacy emphasis Field Trips: Zoos, Museums, Libraries Parent Involvement: Classroom volunteering Parent room activities Educational workshops and training Home visits and activities Organizational Structure Staffing patterns and Coordination Class size reductions

Staffing at Each Site Head Teacher Parent Resource Teacher School-Community Representative Teachers and aides School nurse, psychologist, social worker Preschool class size was 17 to 2 Kindergarten, school age was 25 to 2 School-age program had coordinator called curriculum-parent resource teacher

Child-Parent Centers Principal Child-Parent Center Preschool/Kindergarten (Wing or Building) Child-Parent Center Preschool/Kindergarten (Wing or Building) Elementary School Grades 1 to 3 Elementary School Grades 1 to 3 Curriculum Parent-Resources Teacher Head Teacher Outreach Services Outreach Services Parent Component Parent Component Curriculum Component Curriculum Component Health Services Health Services Parent Component Parent Component Curriculum Component Curriculum Component School-Wide Services School-Wide Services School-Community Representative Resource Mobilization Home Visitation Parent Conferences Parent Resource Teacher Parent Room Activities Classroom Volunteering School Activities Home Support Language Focus Small Class Sizes Inservice Training Health Screening Nursing Services Free + Reduced- Price meals Parent Room Activities Classroom Volunteering School Activities Home Support Reduced Class Size Teacher Aides Instructional Materials Individualized Instruction Inservice Training Health Services School-Community Representative Free + Reduced- Price meals Resource Mobilization Age 3ToAge 9

Johnson Child-Parent Center

Characteristics of Study Groups CPC InterventionComparison SampleComplete cohortRandom sample of K sites Recovery, by age of 553 (93%)858 of 986 (87%) Key attributesReside in highest poverty areas Over 80% of children enroll Mean no. of risks = 4.4; 72% with 4 or more risks Parent ed > than in c-group Reside in high poverty areas Had school-based enrichment Mean no. of risks = 4.3; 71% with 4 or more risks Area poverty > than in p-group Intervention levels Preschool100% 1 or 2 years15% in Head Start Kindergarten57% full day84% full day School age100% 2 or 3 years30% 1-3 years

Remedial and Child Welfare Services for Extended Intervention Groups

Research Questions Is Participation in the Child-Parent Centers Extended Intervention Program Associated with Greater Adult Well-Being? Do the Estimated Effects Vary by Child, Family, and Program Characteristics?

Major Data Sources Teacher ratings yearly from K-Grade 7. Parent ratings, Grades 2, 6, 11. Child ratings yearly from Grades 3-6, 10, 12, and at age Interviews/essays with selected children at Grades 6 and 10. ITBS test scores yearly starting in K. Administrative records from schools, social services, child welfare, public health, justice system, employers, and higher ed. Community attributes from Census data.

Major Outcome Measures Educational Attainment (by age 23) High school completion, years of education, college attendance Economic Well Being (22-24) Quarterly income, employment, in school or working, public aid Criminal Behavior (18-24) Arrests, Convictions, Incarceration Health Status & Behavior (up to 24) Substance use, teen parenthood, health insurance, child abuse/neglect, health insurance Mental health (22-24) Depressive symptoms

Sample Sizes and Recovery Rates for Adult Follow Up Outcome measure assessed at ages Number of cases Recovery rate (%) Educational attainment1, Employment status1, Arrest status/Incarceration history1, Substance use/Mental health (self report) 1, Health insurance (self report/admin records) 1, Public aid history1,

Basic Impact Model 1. 4 to 6 years of CPC starting in preschool vs 2a. All others with 0 to 4 years (Contrast 1) or 2b. CPC preschool/kindergarten only (Contrast 2) Covariates (age 0 to 3) A. Sex of child, race/ethnicity, 8 family risk indicators, child maltreatment report B. Kindergarten word analysis (Contrast 2)

Educational Attainment E-ProgCompDiff HS completion73.9% 65.5%8.4%* Years of ed * Attend 4-year16.7%13.1%3.6% College No Group Differences using Contrast 2 Model

Economic Status E-ProgCompDiff Q income > $ %34.6% 3.7 Full-time employment42.7%36.4% 6.3* Any public aid58.8%64.1% -5.3t Contrast 2: Program group had > Full-time employment and < Months of Public Aid

Alternative SES Indicators E-ProgCompDiff Occu. prestige 30.3% 25.9%4.4% (4+ on scale) Occu. prestige * (1-8 scale) SES index * (2-10 scale)

Adult Crime E-ProgCompDiff Felony arrest18.4% 20.6%-2.2% Violence arrest13.9%17.9%-4.0%* Violence convict. 5.5% 8.%-2.5%* Incarceration/jail 21.7%24.7%-3.0 No Group Differences using Contrast 2 Model

Health Status/Behavior E-ProgCompDiff Daily Tobacco 18.4%20.0%-1.6% Health insurance 69.7%65.8%-3.9% Depressive symp. 12.4%15.6%-3.2% Disability status 4.4% 7.0%-2.6%* Contrast 2: Program group showed < disability

PK-3 Effects from ECLS-K Cohort Selected children with these attributes Preschool Full-day kindergarten School stable K-3 High parent involvement Instructional time in reading Teacher certification

Rates of Grade Retention by Third Grade in ECLS-K Cohort TotalLow- sampleincome 1. No PK-313%22% 2. Pre-K+ADK 7%11% +Stable 3. +HiPI+Cert 4% 9% +HiInst

PK-3 Practices (Elements): Hierarchy of Effects on Child Development Preschool participation School mobility/stability Instructional practices/Teacher quality Parent involvement Reduced class sizes Full-day kindergarten

Benefit-Cost Ratios for CPC Program Components

Conclusions and Implications 1.CPC PK-3 Model Demonstrated Positive Impacts on Some Indicators of Adult Well-Being. 2. Findings Varied by Comparison Group Approach. 3. Impact on Full-Time Employment, Public Aid, and Disability Status were most Consistent. 4. The CPC Model of PK-3 has Demonstrated relatively High Economic Returns.

Recommendations 1.Disseminate PK-3 Programs and Practices based on Key Principles of Effectiveness. 2.Use Evidence on Cost-effectiveness to Better Prioritize Funding of PK-3 Programs & Practices. 3. Different Models of PK-3 should be Investigated across Contexts. 4.More Evidence is Needed on the Relative Contributions of PK-3 Practices/Elements.

For more information about the Chicago Longitudinal Study, contact: Arthur Reynolds, Institute of Child Development Judy Temple, Humphrey Institute and Dept. of Applied Economics Suh-Ruu Ou, Institute of Child Development Funding support provided by: Foundation for Child Development NICHD Doris Duke Charitable Foundation Web Site: