School readiness in the Midwest Child-Parent Center Expansion: A propensity score analysis of year 1 impacts

Brandt A. Richardson; Arthur J Reynolds; Judy Temple; Nicole E Smerillo

doi:10.1016/j.childyouth.2017.06.042

School readiness in the Midwest Child-Parent Center Expansion: A propensity score analysis of year 1 impacts

Brandt A. Richardson, Arthur J Reynolds, Judy Temple, Nicole E Smerillo

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7 Scopus citations

Abstract

In this paper, we evaluate the effectiveness of the first year of a federally-funded, evidence-based preschool through third grade intervention in Chicago. We use inverse probability weighting with regression adjustment to estimate the impacts of the Child-Parent Center (CPC) program on teacher assessments of school readiness for 1289 low-income preschool and 591 comparison-group participants. Results indicated significant positive impacts of the program for all domains, including literacy, math, socio-emotional development, science and total score. The percentage of CPC children who met national norms in school readiness exceeded the comparison group by 12 to 18.5 percentage points. Full-day participants experienced greater school readiness gains while program impacts were similar by family income and home language. Compared to the original CPC evaluation of children born in 1980 in which few comparison group children attended preschool, we find evidence that the contemporary implementation performs at least as well even though the current comparison group participants had alternative preschool experience.

Original language	English (US)
Pages (from-to)	620-630
Number of pages	11
Journal	Children and Youth Services Review
Volume	79
DOIs	https://doi.org/10.1016/j.childyouth.2017.06.042
State	Published - Aug 2017

Bibliographical note

Funding Information:
This work was supported by the US Department of Education's Investing in Innovation Fund and the following contributors: J. B. and M. K. Pritzker Family Foundation, McCormick Foundation, Boeing Corp, Evanston Community Foundation, Finnegan Family Foundation, Lewis-Sebring Family Foundation, Foundation65, Northwestern University, Elizabeth Beidler Tisdahl Foundation, Target Corp, W. K. Kellogg Foundation, Doris Duke Charitable Trust, Foundation for Child Development, McKnight Foundation, Greater Twin Cities United Way, St Paul Foundation, Minneapolis Foundation, and the Joyce Foundation [grant number U411B110098]; and the National Institute of Child Health and Human Development [grant number R01HD034294].

Publisher Copyright:
© 2017 Elsevier Ltd

Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.

Keywords

Human capital
Impact evaluation
Preschool
Scale up
School readiness

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1016/j.childyouth.2017.06.042

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5602603

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abstract = "In this paper, we evaluate the effectiveness of the first year of a federally-funded, evidence-based preschool through third grade intervention in Chicago. We use inverse probability weighting with regression adjustment to estimate the impacts of the Child-Parent Center (CPC) program on teacher assessments of school readiness for 1289 low-income preschool and 591 comparison-group participants. Results indicated significant positive impacts of the program for all domains, including literacy, math, socio-emotional development, science and total score. The percentage of CPC children who met national norms in school readiness exceeded the comparison group by 12 to 18.5 percentage points. Full-day participants experienced greater school readiness gains while program impacts were similar by family income and home language. Compared to the original CPC evaluation of children born in 1980 in which few comparison group children attended preschool, we find evidence that the contemporary implementation performs at least as well even though the current comparison group participants had alternative preschool experience.",

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School readiness in the Midwest Child-Parent Center Expansion: A propensity score analysis of year 1 impacts

Abstract

Bibliographical note

Keywords

UN SDGs

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