Investigated the effects of the Chicago Child Parent Center and Expansion Program for six social competence outcomes up to two years postprogram. Duration of intervention was significantly and positively associated with reading and mathematics achievement, teacher ratings of school adjustment, parental involvement in school activities, grade…

This study of the school adjustment of minority at-risk children in Chicago's government-funded kindergarten programs encompassed both the social and economic backgrounds of the children studied. The programs are designed to serve children from poor, minority backgrounds. The goal of these language and basic skills programs is to improve…

Used longitudinal data collected from parents, teachers, and children to test social psychological predictors of early school adjustment of 1,255 low-income children from kindergarten to fourth grade. Found that parent involvement was positively related to achievement and teacher ratings of school progress. (MM)

This study investigated the role of an early educational intervention and child-, family-, peer-, and school-level predictors on court-reported juvenile delinquency. Data were provided from the Chicago Longitudinal Study, an ongoing investigation of the scholastic and social development of more than 1,500 low-income youths (93% of whom were…

This study investigated the relative influence of parent attitudes and behaviors on the scholastic and social adjustment of 720 low-income inner-city black sixth graders in the Longitudinal Study of Children at Risk. Findings suggest that affective characteristics of parents deserve attention in educational reform and intervention efforts. (SLD)

This report describes how a longitudinal study was conducted, which examined 1,235 at-risk sixth-grade students (95 percent Black and 5 percent Hispanic) in the Chicago (Illinois) Public Schools and their schools and families. The longitudinal study traced the children's patterns of school adjustment since their enrollment in government-funded…

Studied effects at grade 4 of early grade retention for 1,255 low-income mostly African-American children (20.4 percent had been retained from kindergarten to grade 3). Retention negatively affected cognitive reading and mathematics achievement, had no relation to teacher ratings of school adjustment, and positively affected children's perceived…

Although early intervention programs have enjoyed popular and legislative support, little hard data exist on the long-term consequences of these efforts. This study examined the long-term effects of the Child-Parent Center (CPC) program in Chicago. Begun in 1967, the program operates out of 24 centers, located in proximity to the elementary…

This study examined the factors contributing to the early school adjustment of children at risk of school failure from preschool enrollment to fourth grade. A longitudinal model that used data on 1,255 low-income, minority children was tested in an effort to bring about an improved understanding of the factors that influence a wide range of early…

As part of the Longitudinal Study of Children at Risk, this study evaluated the Child Parent Center (CPC) Program, a preschool to third grade intervention program funded by the Elementary and Secondary Education Act (ESEA) Chapter I. Subjects were 915 low-income black children from 20 inner-city schools who were differentially exposed to…

This study investigated the school adjustment of 1,300 low-income, minority children in the Chicago Public Schools. Chidren's progress from preschool to fourth grade was traced. Data were collected from teachers, parents, children, and computerized records. The study primarily examined mediated effects of preschool; influences on cognitive growth…