
Aligned Curriculum and Collaborative Leadership are Key to School Reform
Sustaining early learning gains requires a comprehensive and effective system of services from preschool through the school-age years. This Brief describes the role of two key elements of sustaining gains: aligned curriculum and collaborative leadership. They are part of the Child-Parent Center P-3 school reform model. Metrics for measuring and implementing each of these elements are described and their relationship to student learning gains in Chicago and Saint Paul schools.

CLS Examines Midlife Cardiovascular and Mental Health
HCRC researchers are partnering with Northwestern University on a new phase of the seminal Chicago Longitudinal Study (CLS). Since 1985, the CLS has tracked the development of a group of 1,539 individuals who grew up in urban poverty. Intervention group members attended the Child-Parent Centers (CPC) beginning in preschool and continued participation through 2nd or 3rd grade. The new phase of CLS research, which began in spring 2017, further examines the connection between CPC participation, educational attainment, and physical and mental health outcomes at age 37-39.
January's Lunchtime Talk: RESCHEDULED
February 5, 2019: Noon to 1:30 p.m.
205 Humphrey School of Public Affairs (Freeman Commons)
Arthur J. Reynolds, Ph.D., Professor, Institute of Child Development, University of Minnesota
Judy Temple, Ph.D., Professor, Humphrey School of Public Affairs, University of Minnesota
How early childhood programs can better sustain gains is one of the most critical issues in education and policy. Join us on Tuesday, February 5, 2019 from noon to 1:30 to hear Drs. Reynolds & Temple present evidence from the recently published book "Sustaining Early Childhood Gains" on the long-term effects of early education programs.