Recent News
The tragic events of 2020 have changed society forever. Since March over 210,000 Americans have died from COVID-19 with 7.4 million people infected. By comparison, the influenza pandemic of 1968 over its 3-year span was responsible for 100,000 U.S. deaths. COVID-19 is now the 3rd leading cause of death in the U.S. As a result of the breathtaking speed at which the coronavirus pandemic has spread, most segments of economic activity shut down for extended periods of time, and this led to depression-era increases in unemployment.
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.
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.
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Ongoing Projects
In addition to long-term initiatives, the following are recent additions to HCRC's research partnerships.
Spend a lunchtime hearing from and interacting with experts on varying topics related to early childhood development, policy, and social issues. They are free and open to the public.
Lunchtime Talks will resume in Spring 2020.
Sign up to hear about future Lunchtime Talks and other HCRC Events
Find past talks in the Events Library
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.