Early Childhood

Chicago Data Bolster Case for Early-Childhood Programs

By Linda Jacobson — August 14, 2007 4 min read

Young children who took part in an intervention program run by the Chicago public schools continue to benefit from the services well into adulthood, the latest data from a long-range study of the participants shows.

At age 24, the adults had acquired more education and were less likely to have committed crimes than those who did not receive the same level of service, according to the study results released Aug. 6.

In addition, the sample that attended the district’s Child-Parent Centers—which serve preschoolers through 3rd graders—were more likely to have health insurance and be less apt to exhibit symptoms of depression.

“This study provides evidence that established early educational interventions can positively influence the adult life course in several domains of functioning,” writes Arthur J. Reynolds, a child-development professor at the University of Minnesota-Twin Cities and the director of the study, which appears in the August issue of the Archives of Pediatrics and Adolescent Medicine, a monthly journal. “That the impacts of intervention extend beyond educational performance is not surprising given the well-documented links between education outcomes and adult health, mental health, and social behavior.”

In an e-mail, he added that “these findings are especially relevant to schools and policymakers in decisions about modifying existing programs or expanding access to early education.”

The Chicago Longitudinal Study, which started more than 20 years ago, originally included 1,539 children from low-income African-American and Hispanic families who began the program at 25 sites in either 1985 or 1986.

For the study of 24-year-olds, data were available for 1,389 people—902 of whom had participated in the program and 487 of whom had been enrolled in other types of early-childhood programs or had attended full-day kindergarten but hadn’t attended preschool.

Comprehensive Services

The Child-Parent Centers program began in 1967 at sites located either in or close to elementary schools. Similar to the federal Head Start program, the Child-Parent Centers provide comprehensive education, health, and family-support services to children ages 3 through 9. Parents are expected to participate in the classroom, and children are sometimes visited in their homes.

While the connection between preschool teachers with bachelor’s degrees and learning outcomes for children is still being debated among some experts in the field, Mr. Reynolds said that feature contributed to the program’s lasting success.

“Well-trained and well-compensated staff are common for programs demonstrating long-term effects,” he writes.

Together with the High/Scope Perry Preschool study in Ypsilanti, Mich., and the Abecedarian project in Chapel Hill, N.C., the Child-Parent Centers program is known for leading to long-term positive outcomes and, as a result, economic benefits for society, such as lower special education costs and less welfare dependency.

Continued Benefits

Children who took part in the Chicago school system’s Child-Parent Center program fared well by age 24, according to a long-range study.

BRIC ARCHIVE

SOURCE: Chicago Longitudinal Study

Unlike the other two programs, the Child-Parent Centers program—which continues today—is not a small demonstration project. It is run by an urban school district, which leads many universal preschool advocates to argue that large-scale programs can be successful.

Nevertheless, Mr. Reynolds cautions against expecting such results from the many state- financed ventures currently operating throughout the country.

“The intervention effects are most likely to be reproduced in urban contexts serving relatively high concentrations of low-income children,” the study says.

Supporters of statewide, universal pre-K programs, however, are not deterred by such statements.

“We continue to believe that all kids benefit from pre-K,” said Libby Doggett, the executive director of Pre-K Now, a Washington-based advocacy group pushing for government-financed preschool for all children, regardless of their parents’ income level.

The results of Mr. Reynolds’ research also support a growing movement to better connect preschool programs to curriculum and experiences in the primary grades.

Mr. Reynolds was able to isolate benefits that were linked to full participation in the “extended intervention” through the primary grades, including lower rates of arrests for violence, higher rates of full-time employment, and higher rates of holding private health insurance.

“As more and more states and school districts either have pre-K programs in their schools or their communities, they begin to realize that it’s to their advantage to have some kind of connection with those programs,” said Ruby Takanishi, the president of the New York City-based Foundation for Child Development, which has been heavily engaged in promoting pre-K to 3 programs.

She argues that while many district leaders are supportive of serving preschool children, too few are taking advantage of the ability to use federal Title I money—the funding source used for the Child-Parent Centers program—to pay for it.

Not an Antidote

Even with the link between the Child-Parent Centers program and later positive outcomes, Mr. Reynolds points out, as other researchers have, that early-childhood-intervention programs do not completely protect children against the effects of poverty.

Although program participants were more likely than the control group to attend four-year colleges, only a small proportion did so—14.7 percent, compared with 10 percent.

And so far, Mr. Reynolds writes, “higher levels of education have not resulted in significant differences in income.”

The adults in the sample are now 27, and Mr. Reynolds’ study will follow them at least until age 30.

Related Tags:

A version of this article appeared in the August 15, 2007 edition of Education Week as Chicago Data Bolster Case for Early-Childhood Programs

Events

This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Student Well-Being Webinar
Measuring & Supporting Student Well-Being: A Researcher and District Leader Roundtable
Students’ social-emotional well-being matters. The positive and negative emotions students feel are essential characteristics of their psychology, indicators of their well-being, and mediators of their success in school and life. Supportive relationships with peers, school
Content provided by Panorama Education
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
School & District Management Webinar
Making Digital Literacy a Priority: An Administrator’s Perspective
Join us as we delve into the efforts of our panelists and their initiatives to make digital skills a “must have” for their district. We’ll discuss with district leadership how they have kept digital literacy
Content provided by Learning.com
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
School & District Management Webinar
How Schools Can Implement Safe In-Person Learning
In order for in-person schooling to resume, it will be necessary to instill a sense of confidence that it is safe to return. BD is hosting a virtual panel discussing the benefits of asymptomatic screening
Content provided by BD

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

Early Childhood Opinion Waterford Upstart on Providing Remote Learning to 90,000 Pre-K Kids
Rick Hess speaks with Dr. LaTasha Hadley of Waterford Upstart about its use of adaptive software to close gaps in kindergarten readiness.
6 min read
Image shows a multi-tailed arrow hitting the bullseye of a target.
DigitalVision Vectors/Getty
Early Childhood How Two Child-Care Centers Put Competition Aside and Created a Partnership During COVID-19
Due to COVID-19, two early-childhood centers put their competition aside to work together to support families during the pandemic.
Charles Dinofrio
7 min read
Early Childhood New Players Fill Child-Care Gap as Schools Go Remote
As school districts move to remote instruction for the fall, day-care providers, dance studios, and after-school programs step in to fill school-day child-care gaps.
7 min read
A student works on schoolwork earlier this month at the Wharton Dobson Club in Wharton, Texas, part of the Boys and Girls Club of Greater Houston. For a small fee, the organization is offering a full-day program that provides students a safe place to complete their remote learning classwork and socialize with friends.
A student works on schoolwork earlier this month at the Wharton Dobson Club in Wharton, Texas, part of the Boys and Girls Club of Greater Houston. For a small fee, the organization is offering a full-day program that provides students a safe place to complete their remote learning classwork and socialize with friends.
Courtesy of Boys and Girls Club of Greater Houston
Early Childhood Will Kindergartens Be Empty This Fall?
As cases of COVID-19 continue to grow, parents around the country are struggling with whether to send their child to kindergarten this fall. Some say they won't.
6 min read
Satiria Clayton was looking forward to her 5-year-old son Cassius starting kindergarten this year in Tempe, Ariz., but the recent spike in coronavirus cases has left her, like many other parents, worried about what to expect. "In an ideal would I would love to stay at home and teach him,” she said. “The reality is I have to send him to school."
Satiria Clayton was looking forward to her 5-year-old son Cassius starting kindergarten this year in Tempe, Ariz., but the recent spike in coronavirus cases has left her, like many other parents, worried about what to expect. "In an ideal would I would love to stay at home and teach him,” she said. “The reality is I have to send him to school."
Courtesy of Satiria Clayton