Using the data from the Chicago Longitudinal Study (CLS), we are currently investigating the paths of effects of the Child-Parent Center Preschool Intervention on early adult well-being. Understanding the processes of long-term effects can help improve programs and promote the maintenance of effects. We investigate the processes of effects of the CPC preschool program for four domains of well-being (education, adult crime, health, and mental health) and using five established hypotheses (cognitive advantage, family support, social adjustment, motivation, and school support hypotheses) for main effects.
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- A Comprehensive, Multi-Systemic Early Childhood Program and Obesity at Age 37 Years
- Child Development and Social Action: Reflections on Four Underrated Contributions of Edward Zigler to Science and Society
- Cost Benefit Analysis of CPC at Age 37
- Early Childhood Education and Adult Depression
- Early Childhood Education and Parental Involvement
- Preschool Education and School Completion
- Preschool and Kindergarten Impacts of the Midwest Child-Parent Center Expansion in the Saint Paul Public Schools
- Fostering socio-emotional learning through early childhood education
- Instructional Continuity from PreK to Kindergarten Matters
- Small classes ensure that universal preschool gains are sustained
- Ten Essential Elements of Early Childhood Program Effectiveness
- From Bad to Worse: Distress in the Childcare Workforce
- Revisiting PreK Scaling for Sustained Effects
- The Pandemic’s Impact on Participants in the Chicago Longitudinal Study at Midlife
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