Educational Success in High-Risk Settings: Contributions of the Chicago Longitudinal Study

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Abstract

I provide an overview of the Chicago Longitudinal Study. This prospective study traces the educational and social success of a large sample of low-income children (over 90% of whom are African American) from high-poverty neighborhoods in the Chicago Public Schools. In 1985-1986, the sample participated in the Child-Parent Centers and other early childhood programs. The four studies reported in this special issue highlight the contributions of school mobility, parent involvement, educational expectations, and other family and school experiences in preventing learning problems and promoting educational success.

Original languageEnglish
Pages (from-to)345-354
Number of pages10
JournalJournal of School Psychology
Volume37
Issue number4
DOIs
StatePublished - 1999

Bibliographical note

Funding Information:
Preparation of this article was partially supported by grants from the National Institute of Child Health and Human Development (No. R29HD34294) and the Office of Educational Research and Improvement, U.S. Department of Education (No. R306F960055). The project web site is located at the following URL: www.waisman.wisc.edu/cls/

Keywords

  • Early intervention
  • Educational success
  • Longitudinal studies
  • Low-income children
  • Prevention

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