Preschool and Kindergarten Impacts of the Midwest Expansion of the Child-Parent Centers in the Saint Paul Public Schools

Autor/inn/en	Reynolds, Arthur J.; Richardson, Brandt A.; Lee, Sangyoo
Titel	Preschool and Kindergarten Impacts of the Midwest Expansion of the Child-Parent Centers in the Saint Paul Public Schools
Quelle	In: Developmental Psychology, 57 (2021) 4, S.489-505 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001160
Schlagwörter	Preschool Education; Preschool Children; Kindergarten; Program Effectiveness; Language Proficiency; Literacy; Parent School Relationship; Reading Skills; English Language Learners; Public Schools; Urban Schools; School Readiness; Parent Participation; Attendance; Outcomes of Education; Minnesota (Saint Paul) + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Language skill; Language skills; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Reading skill; Lesefertigkeit; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Readiness for school; School ability; Schulreife; Elternmitwirkung; Anwesenheit; Lernleistung; Schulerfolg
Abstract	The Midwest Child-Parent Center (CPC) Expansion began preschool implementation in fall 2012 in 5 Minnesota and Illinois districts. This study reports preschool and kindergarten impact findings for the Saint Paul Public School District. It is the first impact study of CPC outside of Chicago. After documenting that implementation quality was relatively high on the 6 CPC elements (effective learning, collaborative leadership, aligned curriculum, parent involvement, professional development, and continuity and stability), matched-group analyses of 433 students utilizing propensity score weighting indicated that CPC participants had significantly higher levels of language and literacy proficiency in both preschool and kindergarten than comparison-group participants in the usual district preschool and kindergarten programs. Overall composite effect sizes were 0.51 SD at the end of preschool and 0.36 SD at the end of kindergarten, which translate to performance gains of nearly half of a year. At the end of kindergarten, 61.0% of CPC participants met the district's literacy benchmark compared to 47.4% for the comparison group. We also found that parents of CPC participants attended a significantly greater number of school events and workshops. However, no differences favoring CPC were detected for preschool or kindergarten attendance. Impacts were generally similar for Dual Language Learners. Students with 2 years of CPC (preschool and kindergarten) showed better performance in kindergarten reading stage and fluency than comparison group but not compared to the 1-year group. This was similar for Dual Language Learners. Findings indicate that the CPC program shows evidence that it can be effectively scaled and that the program yields impacts in preschool and kindergarten that exceed the usual early childhood programming in Saint Paul. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01