Tuesday, December 13, 2016 - 12:00pm to 1:00pm

Humphrey School of Public Affairs, Room 205

Megan Gunnar, Institute of Child Development, UMN

Regents Professor Megan R. Gunnar is the Director of the Institute of Child Development and Associate Director of the interdisciplinary Center for Neurobehavioral Development at the University of Minnesota. Professor Gunnar has spent her career studying the social regulation of stress and its lack in infants and young children. Recently, she has been studying the development of children adopted from orphanages around the world. Internationally she is a member of the Canadian Institute for Advanced Research’s Child and Brain Development research group. Nationally, she is a member of the National Scientific Council on the Developing Child, a group who translates the science of child development for use by policy makers.

Dr. Gunnar will discuss the development of orphanage-adopted children whose outcomes provide information on the sequelae of starting life in some of the world’s most depriving rearing contexts, when prior to age 3, there is a shift to some of the world’s most enriching environments.

Tuesday, January 17, 2017 - 12:00pm to 1:00pm

Humphrey School of Public Affairs, Room 215

Momoko Hayakawa, Child-Parent Center Program, University of Minnesota

PRESENTER

Momoko Hayakawa is a Research Associate and Project Manger of the Midwest Child-Parent Center Expansion program through the Human Capital Research Collaborative at the University of Minnesota. Dr. Hayakawa received her Ph.D. in Developmental Psychology with a specialization in prevention science from the University of Minnesota. Much of her research has examined mechanisms underlying the long-term impact of early parent involvement/engagement on children's academic and health outcomes. Her recent work involves the development, implementation, and evaluation of a parent involvement and engagement program across 30 schools in the Midwest Child-Parent Center program.

CONTENT

There has been a recent emphasis by The U.S. Department of Education to focus on family engagement and school-family-community partnerships. For example, the Dual Capacity-Building Framework for Family-School Relationships released by the USDE uses family engagement as a tool to promote educational equity. With increased attention to intentionally including families in children’s educational experiences, school districts are looking for strategies to increase family engagement across diverse communities. This presentation will describe a menu-based system of parent involvement as a tailored approach to increasing parent involvement and engagement across schools throughout the Midwest. Impacts of the Child-Parent Center P-3 parent program will be discussed, as well as its implications for policy.

Tuesday, February 21, 2017 - 12:00pm to 1:00pm

Humphrey School for Public Affairs, Room 215

Daniel Berry, Institute of Child Development, UMN

PRESENTER

Daniel Berry is an Assistant Professor in the Institute of Child Development at the University of Minnesota. Drawing from a bioecological framework, his research focuses on clarifying the experiential and psychobiological processes underlying children's self-regulation development.

CONTENT

Children growing up in low-income contexts often face an array of risk factors that can undermine their emerging social and cognitive skills. Notably, increasing evidence suggests that understanding the intersection of children's early experiences at home and child care may be central to clarifying these processes. In this presentation, Dr. Berry introduces a series of findings across a range of early childhood outcomes (e.g., stress physiology, executive function, social & academic skills) suggesting that children's early child care experiences may play a buffering role against the negative effects of risk experienced at home and in the broader ecology.

Additional Readings/Papers:
Household chaos and children’s cognitive and socio-emotional development in early childhood: Does childcare play a buffering role?
Berry, Daniel, et.al.
Early Childhood Research Quarterly, 34, 115-127

Tuesday, March 21, 2017 - 12:00pm to 1:00pm

Humphrey School of Public Affairs, Room 215

Peter Pecora, Casey Family Programs and University of Washington

Live Video Presentation and Discussion

Presenter

Dr. Peter J. Pecora has a joint appointment as the managing director of research services for Casey Family Programs and professor for the University of Washington School of Social Work. He has worked with a number of social service departments in the United States and in other countries to refine foster care programs, implement intensive home-based services, and design risk-assessment systems for child protective services.

Content 

Dr. Pecora will present on a recent study by the ACEs Public-Private Initiative (APPI), a Washington consortium of public agencies, private foundations, and local networks, that evaluated interventions to prevent and mitigate adverse childhood experiences (ACEs) in five communities. The study assessed if each site developed sufficient capacity to achieve their goals, and examined the relationship of the sites’ capacity and their impact on ACEs-related outcomes. In this process the APPI developed a practical evaluation measure, the Resilience Collective Community Capacity (ARC3) survey, which can be used with communities nation-wide.

Presentation Power Point 

Thursday, March 23, 2017 - 8:00am to Friday, March 24, 2017 - 2:00pm

Washington, DC

Federal Reserve System Community Development Research Conference

Register now to hear Geoffrey Canada and top child development researchers at Strong Foundations: The Economic Futures of Kids and Communities—March 23–24, 2017, in Washington, D.C.

There’s just one month to go until the start of the Tenth Biennial Federal Reserve System Community Development Research Conference! Register now and secure your chance to experience all that this unique event has to offer.

Highlights include keynote speaker Geoffrey Canada, whose leadership helped make the Harlem Children’s Zone a national model for breaking the cycle of generational poverty, and thought-provoking plenary sessions centered on three important themes:

Early Childhood Development and Return on Investment. Panelists will highlight the impact of early development on success in school and adulthood and the return on investment from early childhood programs. Featuring Jack Shonkoff, Center on the Developing Child at Harvard University; Arthur Rolnick, University of Minnesota; and Katherine Magnuson, University of Wisconsin-Madison.

Shaping Economic Futures: The Role of Communities. This panel will describe the relationship between community assets and child development and how community-level initiatives can support child outcomes. Featuring Martin Sanchez-Jankowski, University of California-Berkeley; Erin Hardy, Brandeis University; and Sandra Newman, Johns Hopkins University.

Skill Development and Workforce Outcomes. Researchers will discuss the developmental and educational needs of youth and how schools and youth programs can boost workforce development. Featuring Margaret Simms, Urban Institute; Adriana Kugler, Georgetown University; and Laurence Steinberg, Temple University.

Tuesday, April 18, 2017 - 12:00pm to 1:00pm

Humphrey School of Public Affairs, Room 215

Allie Giovanelli, Child-Parent Center/CPC P-3 Program, Human Capital Research Collaborative 

ACEs Fact Brief

PRESENTER 

Allie Giovanelli is a doctoral student at the Institute of Child Development at the University of Minnesota studying child development and clinical psychology. Her research focuses on the impacts of early childhood experiences on adult well-being and the ways in which intervention programs may promote resilience.  Her research interests include early childhood intervention, longitudinal impacts of childhood experiences, maltreatment prevention, mental health, resilience and developmental psychopathology.

CONTENT

Research to date on Adverse Childhood Experiences (ACEs) has emphasized physical and mental health outcomes, but impacts on broader indicators of well-being are less well-known, especially for economically disadvantaged populations. Further, the processes through which ACEs affect outcomes are not clear. This study tests (1) the association between ACEs during childhood and multi-dimensional well-being in early adulthood for a low-income urban cohort, (2) subgroup differences by gender and poverty, and (3) potential mechanisms for ACE effects on well-being, based on the Chicago Longitudinal Study 5 Hypothesis Mode.

Friday, December 7, 2007 - 7:30am to Saturday, December 8, 2007 - 3:00pm

Federal Reserve Bank of Minneapolis

Federal Reserve Bank of Minneapolis and the University of Minnesota Center for Early Education and Development, Human Capital Conference Series on Early Childhood Development

Summary

This conference will present recent research on the effects of early childhood programs and services defined broadly. It integrates four critical themes in the field. The first is children’s stage of development. The focus is the entire period of early learning from prenatal development to early school age. The second major theme is cost effectiveness. Given the greater use of cost-benefit analysis in social and educational research, knowledge about the level of cost effectiveness of early childhood programs across stages of development is needed more than ever. The third theme is program focus, which includes the intervention goals, content and services, ranging from prenatal nutrition and parenting education to school readiness and achievement. The fourth theme is scale. Programs vary dramatically in size and scope, target population, structure, and funding. These range from one-site intensive interventions to federal or state-funded programs serving thousands of families at different levels of service. Considered together, these themes provide a unique and comprehensive framework to better understand the effects of early childhood programs and their contributions to society.

AGENDA, DAY 1: FRIDAY, DECEMBER 7, 2007

CONTINENTAL BREAKFAST
7:30–8:00 A.M.

Introduction 
8:00–8:45 a.m.

Introduction [pdf]

Arthur Reynolds, University of Minnesota

Art Rolnick, Federal Reserve Bank of Minneapolis

Welcome

Robert Bruininks, President, University of Minnesota

PART I: PRENATAL AND INFANT PROGRAMS

Session 1: 
Services Intensive Interventions with Long-Term Follow-Up
8:45–10:15 a.m.

“WIC turns 35: Program Effectiveness and Future Directions”  

Barbara Devaney, Mathematica Policy Research

“The Nurse Family Partnership: From Trials to Practice”  

David Olds, University of Colorado Health Sciences Center

Carolina Abecedarian Project 

Frances Campbell, University of North Carolina

Craig Ramey, Georgetown University

Q&A

Break
10:15–10:30 a.m.

Session 2:
Programs and Services with Shorter-Term Follow-up
10:30–11:45 a.m.

Early Head Start [pdf] [Findings]  

Helen Raikes, University of Nebraska (speaker)

Ellen Kisker (co-author)

“Links between early child care (quality, type, and hours) and child developmental outcomes: Results from the NICHD Study of Early Child Care” 

Deborah Vandell (speaker), University of California-Irvine

Margaret Burchinal (co-author)

Nathan Vandergrift (co-author)

Q & A

Lunch
11:45–12:45 p.m.

Speaker

Edward Zigler, Yale University

PART II: PRESCHOOL EDUCATION

Session 3: 
Model and Established Programs with Comprehensive Services 
1:00–2:30 p.m.

“Interim Findings of the Head Start Impact Study” 

Ronna Cook, Westat

“How to Take the High/Scope Perry Preschool to Scale”   

Larry Schweinhart, High/Scope Educational Research Foundation

“Impacts and Implications of the Child-Parent Center Preschool Program" 

Arthur Reynolds, University of Minnesota

Judy Temple, University of Minnesota

Suh-Ruu Ou, University of Minnesota

Q & A

Break
2:30–2:45 p.m.

Session 4: 
State Prekindergarten Programs
2:45–5:15 p.m.

“Small Miracles in Tulsa: The Effects of Universal Pre-K on Cognitive Development”    

William Gormley, Georgetown University

“Lessons from the Evaluation of the Michigan School Readiness Program”    

Lena Malofeeva and Larry Schweinhart(speakers), High/Scope Educational Research Foundation,

Marijata Daniel-Echols (co-author)

“Abbott Preschool Program Longitudinal Effects Study (Apples) Year One Findings”    

Steve Barnett (speaker), NIEER and

Ellen Frede (co-author)

Q & A

Social Hour
5:30–6:30 p.m.

Dinner Remarks
6:30–8:00 p.m.

Speaker

Gary Stern, President, Federal Reserve Bank of Minneapolis

Agenda, Day 2: Saturday, December 8, 2007

Continental Breakfast
8:00–8:30 a.m.

PART III: KINDERGARTEN AND EARLY SCHOOL AGE SERVICES

Session 5: 
Transition to School Programs and Services
8:30–10:15 a.m.

“School Readiness, Full-Day Kindergarten, and Student Achievement: An Empirical Investigation” [pdf]   

Vi-Nhuan Le, RAND (speaker)

Sheila Nataraj Kirby (co-author)

Heather Barney (co-author)

Claude Messan Setodji (co-author)

Daniel Gershwin (co-author)

“Small Classes in the Early Grades: One Policy, Multiple Outcomes” [pdf] [Slides] [Tables]           

Jeremy D. Finn, University at Buffalo–SUNY (speaker)

Allison E. Suriani (co-author)

Charles M. Achilles (co-author)

“Opportunity in Early Education—Improving Teacher-Child Interactions and Child Outcomes” [pdf] [Slides]   

Andrew J. Mashburn, University of Virginia (speaker)

Robert Pianta (co-author)

Q&A

Break
10:15–10:30 a.m.

PART IV: ECONOMIC SYNTHESES OF EARLY CHILDHOOD INVESTMENTS

Session 6: 
Cost-Benefit Analyses and Life-Course Impact
10:30–11:45 a.m.

“The Cost Effectiveness of Public Investment in High-Quality Prekindergarten: A State Level Synthesis" [pdf] [Slides]    

Robert Lynch, Washington College

“The Fiscal Returns to Public Educational Investments in African American Males”  [pdf] [Slides]   

Clive Belfield, Queens College, City University of New York (speaker)

Henry Levin (co-author)

Lunch
11:45–12:30 p.m.

Session 7: 
Studies of the Consortium of Early Childhood Development
12:30–2:45 p.m.

Reanalysis of the Perry Preschool Study

James Heckman, University of Chicago

“Formulating, Identifying and Estimating the Technology of Cognitive and Noncognitive Skill Formation”   

Flavio Cunha, University of Pennsylvania

James Heckman, University of Chicago

“Mechanisms of Influence from Preschool to Educational Attainment: A Three-Study Analysis”  

Arthur Reynolds

Michelle Englund

Suh-Ruu Ou, University of Minnesota

Larry Schweinhart, High/Scope Educational Research Foundation

Frances Campbell, University of North Carolina

Friday, October 13, 2006 - 8:00am to 12:00pm

Humphrey Institute of Public Affairs

A partnership of the University of Minnesota Center for Early Education and Development and the Federal Reserve Bank of Minneapolis

AGENDA

Continental Breakfast
8:00 a.m.   Introductory Remarks
9:00 a.m. 

Overview of the Early Childhood Research Collaborative

9:15 a.m.   

Arthur Reynolds, University of Minnesota

Art Rolnick, Federal Reserve Bank of Minneapolis

ECRC Symposium of Discussion Papers
9:45 a.m. 

Stress and Early Child Care

• Megan Gunnar, Institute of Child Development

• Tony Pellegrini, Department of Educational Psychology

• Judy Temple, Humphrey Institute of Public Affairs and Department of Applied Economics

• Arthur Reynolds, Institute of Child Development and CEED Fellow 

Audience questions
10:45 a.m.  Address
11:15 a.m.

James Heckman, Department of Economics, University of Chicago

Audience questions
11:45 a.m.

Adjourn
12:00 p.m.

Thursday, March 23, 2017 - 8:00am to Friday, March 24, 2017 - 2:00pm

Washington, DC

Sustaining early learning gains requires a comprehensive and effective system of services from preschool through the school-age years. Findings from the 2017 National Assessment of Educational Progress show the urgent need to improve achievement, as only 37% of U. S. 4th graders are proficient readers.i  One year of preschool will not solve this problem. Reflecting the dual importance of high-quality preschool and effective K-3 services, Child-Parent Center (CPC) P-3 is a school reform model designed to create a strong and sustainable culture of learning through 3rd grade. The six core elements are collaborative leadership, aligned curriculum, effective learning experiences, parent involvement, professional development, and continuity and stability. This Brief focuses on data from the Midwest CPC Expansion Project – a scale-up of CPC P-3 implemented across four school districts in Illinois and Minnesota from 2012 to 2017. In addition to data on student outcomes, the project yielded documentation related to program structure and implementation. In this Brief, we draw on this documentation to develop measurable indicators of two key CPC program elements – Aligned Curriculum and Collaborative Leadership. Using these indicators, we examine how the two program elements were implemented in CPC sites, and whether their implementation predicted students’ school readiness skills.  Read the full report here.