Paths of Effects of Early Childhood Intervention on Educational Attainment and Delinquency: A Confirmatory Analysis of the Chicago Child-Parent Centers

Autor/inn/en	Reynolds, Arthur J.; Ou, Suh-Ruu; Topitzes, James W.
Titel	Paths of Effects of Early Childhood Intervention on Educational Attainment and Delinquency: A Confirmatory Analysis of the Chicago Child-Parent Centers
Quelle	In: Child Development, 75 (2004) 5, S.1299-1328 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2004.00742.x
Schlagwörter	Parent Participation; Literacy; Grade Repetition; Educational Attainment; Child Abuse; Early Intervention; Low Income Groups; Longitudinal Studies; Delinquency; Educational Quality; Preschool Education + Suchen Sie Ihr Suchwort? Elternmitwirkung; Alphabetisierung; Schreib- und Lesefähigkeit; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Bildungsabschluss; Bildungsgut; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kriminalität; Quality of education; Bildungsqualität; Pre-school education; Vorschulerziehung
Abstract	This study investigated the contributions of 5 mechanisms to the effects of preschool participation in the Child-Parent Centers for 1,404 low-income children in the Chicago Longitudinal Study. Based on a matched-group design, preschool participation was associated with significantly higher rates of educational attainment and lower rates of juvenile arrest. LISREL analysis revealed that the primary mediators of effects for both outcomes were attendance in high-quality elementary schools and lower mobility (school support hypothesis), literacy skills in kindergarten and avoidance of grade retention (cognitive advantage hypothesis), and parent involvement in school and avoidance of child maltreatment (family support hypothesis). The model accounted for 58% and 79% of the preschool links with school completion and juvenile arrest, respectively. The maintenance early intervention effects are influenced by many alterable factors. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10