Scaling and Sustaining Effective Early Childhood Programs through School-Family-University Collaboration

Autor/inn/en	Reynolds, Arthur J.; Hayakawa, Momoko; Ou, Suh-Ruu; Mondi, Christina F.; Englund, Michelle M.; Candee, Allyson J.; Smerillo, Nicole E.
Titel	Scaling and Sustaining Effective Early Childhood Programs through School-Family-University Collaboration
Quelle	In: Child Development, 88 (2017) 5, S.1453-1465 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12901
Schlagwörter	Scaling; Sustainability; Program Development; Program Implementation; Program Evaluation; Early Childhood Education; Prevention; Educational Change; Models; Academic Achievement; Parent Participation; Transitional Programs; Longitudinal Studies; Progress Monitoring; Program Effectiveness; Partnerships in Education; Educational Finance; Feasibility Studies; Educational Improvement; Family School Relationship; College School Cooperation; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Scale construction; Skalenkonstruktion; Nachhaltigkeit; Programmplanung; Programme evaluation; Programmevaluation; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Prävention; Vorbeugung; Bildungsreform; Analogiemodell; Schulleistung; Elternmitwirkung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Hochschulpartnerschaft; Bildungsfonds; Teaching improvement; Unterrichtsentwicklung
Abstract	We describe the development, implementation, and evaluation of a comprehensive preschool to third grade prevention program for the goals of sustaining services at a large scale. The Midwest Child-Parent Center (CPC) Expansion is a multilevel collaborative school reform model designed to improve school achievement and parental involvement from ages 3 to 9. By increasing the dosage, coordination, and comprehensiveness of services, the program is expected to enhance the transition to school and promote more enduring effects on well-being in multiple domains. We review and evaluate evidence from two longitudinal studies (Midwest CPC, 2012 to present; Chicago Longitudinal Study, 1983 to present) and four implementation examples of how the guiding principles of shared ownership, committed resources, and progress monitoring for improvement can promote effectiveness. The implementation system of partners and further expansion using "Pay for Success" financing shows the feasibility of scaling the program while continuing to improve effectiveness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01