Effects of a Preschool Plus Follow-on Intervention Program for Children at Risk.

Autor/in	Reynolds, Arthur J.
Titel	Effects of a Preschool Plus Follow-on Intervention Program for Children at Risk.
Quelle	(1993), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Black Youth; Comparative Analysis; Early Intervention; Grade Repetition; Grade 3; Grade 4; Grade 5; High Risk Students; Kindergarten; Longitudinal Studies; Low Income Groups; Outcomes of Education; Parent Participation; Preschool Education; Primary Education; Program Effectiveness; Student Adjustment; Young Children + Suchen Sie Ihr Suchwort? Schulleistung; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Problemschüler; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernleistung; Schulerfolg; Elternmitwirkung; Pre-school education; Vorschulerziehung; Primarbereich; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Frühe Kindheit
Abstract	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 school-based, comprehensive service components for up to 6 years. The comparison group consisted of 191 children who received only an all-day kindergarten program. The following six outcomes, measured in grades three through five, were used to evaluate the effects of the program: reading achievement; mathematics achievement; teacher ratings of school adjustment; parental involvement; special education placement; and grade retention. Results indicated that the duration of intervention was significantly associated with all outcomes. Analysis of seven intervention and comparison groups differentially exposed to the intervention revealed that children participating in full intervention through third grade or participating in the intervention through second grade were the only children who consistently outperformed the comparison group on the outcome variables, notably for grade retention, reading, and mathematics achievement. Results support the value of extended early childhood intervention programs with at-risk children. (MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC